<?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>1981-2582</journal-id>
<journal-title><![CDATA[Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Porto Alegre]]></abbrev-journal-title>
<issn>1981-2582</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Rio Grande do Sul]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-25822016000300327</article-id>
<article-id pub-id-type="doi">10.15448/1981-2582.2016.3.18382</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação dos professores para as modalidades educação especial e educação indígena: espaços intersticiais]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher's formation for education special and indigene education modalities: interstitial spaces]]></article-title>
<article-title xml:lang="es"><![CDATA[La formación docente para las modalidades educación especial y educación indígena: espacios intersticiales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[João Henrique da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bruno]]></surname>
<given-names><![CDATA[Marilda Moraes Garcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[Dourados MS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[Dourados MS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>39</volume>
<numero>3</numero>
<fpage>327</fpage>
<lpage>333</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-25822016000300327&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-25822016000300327&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-25822016000300327&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este relato de pesquisa discute a forma&#231;&#227;o de professores para o Atendimento Educacional Especializado (AEE) na interface com a educa&#231;&#227;o escolar ind&#237;gena. Participaram do estudo quatro professores do AEE em escolas ind&#237;genas de Dourados (MS). O objetivo geral foi desenvolver, em conjunto com esses professores, um programa de forma&#231;&#227;o continuada para investigar as a&#231;&#245;es pedag&#243;gicas presentes nas Salas de Recursos Multifuncionais (SRMs) e analisar os impasses, os obst&#225;culos e os desafios do AEE e da inclus&#227;o escolar. Fundamentou-se nos estudos culturais a na pesquisa colaborativa, fazendo uso de entrevista semiestruturada, entrevista coletiva e di&#225;rio de campo. Os resultados evidenciaram: a necessidade de forma&#231;&#227;o inicial/continuada para professores do AEE, adequadas &#224;s especificidades das escolas ind&#237;genas; a pol&#237;tica de forma&#231;&#227;o dos professores como desafio para a supera&#231;&#227;o das pr&#225;ticas hegem&#244;nicas e o tr&#226;nsito entre diferentes espa&#231;os intersticiais e fronteiras dos conhecimentos; a emerg&#234;ncia da (re)significa&#231;&#227;o do AEE numa perspectiva intercultural e de exerc&#237;cio cr&#237;tico do fazer pedag&#243;gico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This report of research discuss teacher's formation for Educational Specialized Attendance (ESA) in the interface with indigene school education. Four teachers participated of ESA in indigene school in Dourados (Mato Grosso do Sul/Brazil). The general objective was develop, in conjunct with those teachers, a program of continued formation to investigate in pedagogical actions presented in Multifunctional Resources Classrooms (MRC) and analyze impasses, obstacles and challenges of ESA and school inclusion. It was based on cultural studies and collaborative research, using semi-structured interview, collective interview and camp diary. The results shown: necessity of initial/continued formation for teachers of ESA, which are adequate to specialties of indigene schools; politic of teacher's formation has as challenge the overcoming of hegemonic practices and traffic among interstitial spaces and knowledge frontiers; emergency of (re)signification of ESA in the intercultural perspective and critic exercise of pedagogical practice.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este informe de investigaci&#243;n analiza la formaci&#243;n de los profesores para el Atendimiento Educacional Especializado (AEE) en relaci&#243;n a la educaci&#243;n ind&#237;gena. Los participantes del estudio fueron cuatro maestros de las escuelas indias AEE de Dourados (Mato Grosso do Sul). El objetivo general fue desarrollar, en conjunto con estos maestros, un programa de educaci&#243;n continua para investigar las acciones pedag&#243;gicas presentes en las Salas de Recursos Multifuncionales (SRM) y analizar las dificultades, los obst&#225;culos y los desaf&#237;os del AEE y de la inclusi&#243;n escolar. Se bas&#243; en los estudios culturales y en la investigaci&#243;n colaborativa, haciendo uso de las entrevistas semiestructuradas, conferencias de prensa colectivas y diario de campo. Los resultados mostraron: la necesidad de educaci&#243;n inicial/ continua para los profesores de la AEE, adecuadas a las particularidades de las escuelas ind&#237;genas; la pol&#237;tica de la formaci&#243;n de los profesores tiene el reto de superar las pr&#225;cticas hegem&#243;nicas y el tr&#225;nsito entre diferentes espacios intersticiales y fronteras del conocimiento; la emergencia de (re)significaci&#243;n del AEE en una perspectiva intercultural y ejercicio cr&#237;tico de la pedag&#243;gica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Indígena]]></kwd>
<kwd lng="en"><![CDATA[Teacher's Formation]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Indigene Education]]></kwd>
<kwd lng="es"><![CDATA[Formación de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Educación Indígena]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
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<source><![CDATA[]]></source>
<year></year>
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</back>
</article>
