<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052017000100135</article-id>
<article-id pub-id-type="doi">10.12957/teias.2017.25798</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POLÍTICAS DE INCLUSÃO: Avanços no campo da educação ou armadilhas do discurso neoliberal?]]></article-title>
<article-title xml:lang="en"><![CDATA[INCLUSION POLITICS: ADVANCES IN THE FIELD OF EDUCATION OR TRAPS OF THE NEOLIBERAL DISCOURSE?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schuchter]]></surname>
<given-names><![CDATA[Terezinha Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Janete Magalhães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2017</year>
</pub-date>
<volume>18</volume>
<numero>48</numero>
<fpage>135</fpage>
<lpage>149</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052017000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052017000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052017000100135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Objetiva o artigo discutir os sentidos atribuídos às políticas de inclusão nos documentos da Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão (Secadi). Utiliza, como abordagem metodológica, a pesquisa documental e bibliográfica e a análise do discurso, tecendo reflexões acerca dos fundamentos do conceito de inclusão e das finalidades das políticas inclusivas no contexto atual. Diante do fato da educação inclusiva estar se constituindo como uma política nacional, cabe-nos perguntar: quais os sentidos das políticas de inclusão no discurso governamental? Seriam essas políticas efetivamente inclusivas ou uma forma de gestão diferencial dos modos de vida para o controle da população? Quais seriam as implicações desse discurso para o campo do currículo escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article aims to discuss the meanings attributed to the inclusion policies in the documents of the Secretariat of Continued Education, Literacy, Diversity and Inclusion or, in its original name, Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão (Secadi). It uses, as a methodological approach, documental and bibliographic research and the analysis of speech, promoting reflections about theoretical foundations to the concept of inclusion and the purposes of inclusive policies in the current context. Ahead of the fact that inclusive education is forming itself as a national policy, we have to ask: what are the meanings of inclusion policies in the governmental speech? Are those policies effectively inclusive or just different management of lifestyles in order to control the population? What are the implications of this speech to the field of school curricula?]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Direito]]></kwd>
<kwd lng="en"><![CDATA[Politics]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Entitlements]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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