<?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>S1517-97022025000100507</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202551282790por</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O projeto de educação especial no ensino superior: pedagogias em disputa]]></article-title>
<article-title xml:lang="en"><![CDATA[The project of special education in higher education: pedagogies in dispute]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferraz]]></surname>
<given-names><![CDATA[Ana Paula dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costas]]></surname>
<given-names><![CDATA[Fabiane Adela Tonetto]]></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 Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>51</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022025000100507&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022025000100507&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022025000100507&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa objetivou analisar as ações e práticas pedagógicas que permeiam o projeto de educação especial no Ensino Superior da rede pública considerando a Lei nº 13.409/2016, que torna compulsória às universidades federais a reserva de vagas para pessoas com deficiência. A investigação foi de abordagem qualitativa, seguindo as seguintes etapas: levantamento da produção do conhecimento na área; mapeamento das instituições públicas de educação superior; elaboração e envio de formulário online para conhecer a realidade das instituições; análise das respostas dos formulários e elaboração de roteiro de entrevista; contato via e-mail com as instituições que responderam ao formulário e convite para participar de entrevista via Google meet. De 63 instituições de Ensino Superior, 21 responderam aos formulários, realizando-se 17 entrevistas, que tiveram a Análise de Conteúdo como técnica interpretativa. Os dados foram agrupados em categorias de análise, considerando os aportes da Teoria Histórico-Cultural. Os resultados revelam um desmonte no ensino superior, pela: redução orçamentária, extinção/falta de código de vagas para profissionais específicos da área da educação especial, sobrecarga de trabalho docente e técnico, privatização de serviços, entre outros. As práticas vinculadas à área de educação especial são realizadas, majoritariamente, por estudantes bolsistas em formação, sem vínculo funcional com a instituição, sem direitos trabalhistas para tal e por profissionais terceirizados como psicopedagogos. E, em grande parte, as ações e práticas são fundamentadas por pedagogias tecnicistas/escolanovistas que destacam as diferenças individuais, os métodos, técnicas e instrumentos como forma de objetivar o trabalho pedagógico. Conclui-se que é necessário de um projeto de educação especial para o Ensino Superior alicerçado nos fundamentos da Pedagogia Histórico-Crítica (Saviani, 2010), presente no desenvolvimento do Trabalho Docente Articulado (Honnef, 2018) em que o professor de educação especial atua colaborativamente com os demais professores, na mediação do saber científico com vistas à formação omnilateral dos estudantes apoiados pela educação especial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This study aimed at analyzing pedagogical actions and practices that pervade the project of Special Education in Brazilian public Higher Education institutions under Law no. 13,409/2016, which requires federal universities to offer vacancies to individuals with disabilities. This qualitative investigation comprised the following steps: survey of knowledge produced in the field; mapping of Brazilian public Higher Education institutions; building and sending of an online form to get to know the institutions; analysis of answers given to the forms and building of an interview; and sending of e-mails/invitations to institutions that answered the forms to take part in an interview via Google Meet. Twenty-one out of 63 Brazilian public Higher Education institutions answered the forms and 17 interviews were conducted. The Content Analysis was used for interpreting data collected by the interviews. Data were grouped into categories of analysis in the light of contributions given by the Historical-Cultural Theory. Results showed the dismantling of Higher Education in Brazil due to some constraints, such as budget cuts, extinction/lack of vacancies for specific professionals in the field of Special Education, professors&#8217; and technicians&#8217; work overload and service privatization. Practices related to the field of Special Education have been mainly carried out by apprentices who are granted scholarships (they are neither affiliated with the institutions nor have legal rights) and by outsourced professionals, such as psychopedagogues. Besides, most actions and practices have been grounded in technicist/New School pedagogies which emphasize individual differences, methods, techniques and instruments as ways of carrying out pedagogical work. This study concluded that a project of Special Education in Higher Education is needed. It must be based on the principles of Historical-critical Pedagogy (Saviani, 2010), found in the development of Articulated Teaching (Honnef, 2018), in which Special Education professors work collaboratively with other professors to mediate scientific knowledge in the search for omnilateral development of students who are supported by Special Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Ações e práticas pedagógicas.]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Disability]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical actions and practices.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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