<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092017000200373</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.12i2.0005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programa de formação de colegas tutores: a tutoria no processo de inclusão escolar nas aulas de Educação Física*]]></article-title>
<article-title xml:lang="en"><![CDATA[Education Program of peer tutors: tutoring in the process of school inclusion in the Physical Education class]]></article-title>
<article-title xml:lang="es"><![CDATA[Programa de formación para compañeros tutores: la tutoría en el proceso de inclusión escolar en las clases de Educación Física]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Joslei Viana de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Munster]]></surname>
<given-names><![CDATA[Mey de Abreu van]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leiberman]]></surname>
<given-names><![CDATA[Lauren]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Maria da Piedade Resende da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Programa de Pós-Graduação em Educação Especial ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,State University of New York  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de São Carlos Programa de Pós-Graduação em Educação Especial ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>373</fpage>
<lpage>394</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092017000200373&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092017000200373&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092017000200373&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A presente pesquisa pretendeu analisar o efeito da atua&#231;&#227;o do colega tutor junto a um estudante com defici&#234;ncia nas aulas de Educa&#231;&#227;o F&#237;sica. Este estudo apoiou-se em abordagem metodol&#243;gica de natureza qualitativa, caracterizada como estudo de caso. A pesquisa foi desenvolvida em escola da Rede Municipal de Ensino localizada no interior do Estado da Bahia. Os participantes desta pesquisa foram: um estudante com defici&#234;ncia intelectual associada ao transtorno do espectro autista e cinco colegas tutores. Como instrumento de coleta de dados, utilizou-se a observa&#231;&#227;o sistem&#225;tica ou estruturada, n&#227;o participante, em ambiente natural. Foram realizadas filmagens das aulas de Educa&#231;&#227;o F&#237;sica, antes e ap&#243;s o treinamento dos tutores. Os resultados demonstraram que a interven&#231;&#227;o dos colegas tutores, com estrat&#233;gias de ensino, culminou no aumento do n&#237;vel de participa&#231;&#227;o do estudante com defici&#234;ncia, contribuindo com o processo de inclus&#227;o nas aulas de Educa&#231;&#227;o F&#237;sica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research aimed to analyze the effect of peer tutoring for a student with disability in Physical Education classes. This study was supported by the qualitative methodological approach, characterized as a case study. The research was conducted in a Municipal public school located in the State of Bahia. The participants in this research were: a student with intellectual disability associated with autism spectrum disorder and five peer tutors. For data collection instrument, systematic or structured observation was employed, not participant, in a natural environment. The Physical Education classes were filmed, before and after the training of tutors. The results showed that the intervention of the peer tutors, with teaching strategies, culminated in increasing the participation level of the student with disabilities, contributing to the process of inclusion in Physical Education classes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El prop&#243;sito de esta investigaci&#243;n fue analizar el efecto de la actuaci&#243;n del compa&#241;ero tutor en clases de Educaci&#243;n F&#237;sica de un estudiante con discapacidades. Sustentada por un enfoque metodol&#243;gico de naturaleza cualitativa, caracterizado como estudio de caso. Esta investigaci&#243;n fue conducida en un sistema de Educaci&#243;n Municipal situada en el estado de Bahia. Los participantes presentes en esta investigaci&#243;n fueron: un estudiante con discapacidad intelectual asociada al trastorno del espectro de autismo y cinco compa&#241;eros tutores. Como instrumento para la recolecci&#243;n de datos, fue utilizada la observaci&#243;n estructurada o sistem&#225;tica no-participativa, en el ambiente natural. Las clases de Educaci&#243;n F&#237;sica fueron grabadas antes y despu&#233;s de la formaci&#243;n de los compa&#241;eros tutores. Hallazgos de esta investigaci&#243;n demostraron que la intervenci&#243;n de los compa&#241;eros tutores, utilizada como estrategia de ense&#241;anza, result&#243; en el aumento del nivel de participaci&#243;n del estudiante con discapacidad, contribuyendo al proceso de inclusi&#243;n en las clases de Educaci&#243;n F&#237;sica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Colega tutor]]></kwd>
<kwd lng="pt"><![CDATA[Programa de formação de colegas tutores]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Peer tutor]]></kwd>
<kwd lng="en"><![CDATA[Training program of peer tutors]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="es"><![CDATA[Compañero tutor]]></kwd>
<kwd lng="es"><![CDATA[Programa de formación para compañeros tutores]]></kwd>
<kwd lng="es"><![CDATA[Educación Inclusiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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