<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022019000100554</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201945192527</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Apoio Pedagógico como proposta de educação para todos]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical Support as an educational proposal for all]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Donida]]></surname>
<given-names><![CDATA[Lais Oliva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis SC]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022019000100554&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022019000100554&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022019000100554&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Na última década, a partir de políticas públicas de acesso à universidade, o perfil dos estudantes modificou-se. Se antes havia um público de elite intelectual, de classe social privilegiada, agora tem-se uma maior heterogeneidade. Para atender esse público, há programas de Apoio Pedagógico. Logo, o presente trabalho buscou analisar as ações do Apoio Pedagógico de uma universidade do sul do Brasil. Como metodologia, foi realizada pesquisa qualitativo-descritiva que envolveu análise documental a respeito das políticas públicas e as ações institucionais do Apoio Pedagógico e entrevista semiestruturada aplicada presencialmente com os integrantes da equipe do Apoio Pedagógico: a tutora, o profissional da CAE e três estudantes com dificuldades de leitura e/ou escrita e um com Transtorno Funcional. Os resultados apontam que, embora a universidade ofereça programas de apoio para os estudantes, ainda não é eficiente, pois as ações não atingem todos os estudantes, a adesão dos cursos aos programas ofertados pelo Apoio Pedagógico é baixa e a divulgação ainda é insuficiente. Os universitários, por sua vez, sentem-se excluídos pelos docentes e demais colegas e referem que suas dificuldades acadêmicas atrapalham sua trajetória com qualidade na instituição e até a permanência de cada um na instituição. Assim, há necessidade de medidas para que se promova a inclusão e seja possível uma universidade para todos, tais como: curso de formação docente, programa de apoio mais direcionado para cada necessidade do estudante, oficinas de letramento, palestras para a comunidade acadêmica, dentre outras.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Over the last decade, as a result of public policies for higher education access, the profile of students has changed. While until not long ago there was an intellectual elite from the privileged social class, now greater heterogeneity is found. To serve this new public, Pedagogical Support programs have been set up. So, this paper aims to analyze the actions of Pedagogical Support in a university in southern Brazil. The methodology applied was a qualitative-descriptive research involving documental review of public policies, institutional actions of Pedagogical Support, and semi-structured interviews with Pedagogical Support team members: tutor, CAE professional, three students with reading and/or writing difficulties plus one with functional disorder. The results indicate that, despite the support programs university offers to students, they remain inefficient, since the actions do not reach out all students. There are few admissions in programs offered by the Pedagogical Support and dissemination is still insufficient. University students, on the other hand, feel excluded by teachers and colleagues and report that their academic difficulties adversely impact not only their trajectory in terms of quality within the institution but also the period they stay in the university. Thus, actions are needed to promote inclusion so that the university would be really for all, including teacher training course, support program tailored for each student´s need, literacy workshops, and lectures for the academic community.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Apoio Pedagógico]]></kwd>
<kwd lng="pt"><![CDATA[Dificuldades]]></kwd>
<kwd lng="pt"><![CDATA[Educação superior]]></kwd>
<kwd lng="pt"><![CDATA[Universidade]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Support]]></kwd>
<kwd lng="en"><![CDATA[Difficulties]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
</kwd-group>
</article-meta>
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