<?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>S1982-03052021000200055</article-id>
<article-id pub-id-type="doi">10.12957/teias.%y.55792</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POR UMA ESCOLA PARA TODOS: trabalho colaborativo da fonoaudiologia educacional]]></article-title>
<article-title xml:lang="en"><![CDATA[FOR A SCHOOL FOR ALL: collaborative work of educational speech therapy]]></article-title>
<article-title xml:lang="es"><![CDATA[POR UNA ESCUELA PARA TODOS: trabajo colaborativo de fonoaudiología educativa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Masuyama]]></surname>
<given-names><![CDATA[Paula Mieco Koizumi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista &#8220;Júlio de Mesquita Filho&#8221;  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>65</numero>
<fpage>55</fpage>
<lpage>72</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000200055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000200055&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000200055&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Lacunas no aprendizado de algumas crianças que estão à margem da política de inclusão se tornam mais evidentes no momento que estamos vivenciando. O artigo sintetiza a dissertação de mestrado em Educação e analisa a contribuição e os desafios do trabalho interdisciplinar entre a Fonoaudiologia e a Educação para a formação continuada de professores dos anos iniciais do ensino fundamental sobre os problemas de aprendizagem da linguagem escrita. A investigação de natureza qualitativa, do tipo pesquisa intervenção com nuances do modelo construtivo-colaborativo, foi desenvolvida por meio de um programa de formação continuada de professores, na modalidade a distância. Os principais instrumentos de coleta de dados foram o questionário e as narrativas escritas. A análise dos dados ocorreu por meio da análise de conteúdo. Os resultados indicaram que o trabalho articulado entre as respectivas áreas possibilitou a construção de um novo saber, a partir do entendimento que somos únicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Gaps in the learning of some children who are outside the inclusion policy become more evident at the moment we are experiencing. The article summarizes the Master's thesis in Education and analyzes the contribution and challenges of interdisciplinary work between Speech Therapy and Education for the continuing education of teachers in the early years of elementary school on the problems of learning the written language. The qualitative research, of the intervention research type with nuances of the constructive-collaborative model, was developed through a program of continuing education of teachers, in the distance modality. The main data collection instruments were the questionnaire and written narratives. Data analysis took place through content analysis. The results indicated that the articulated work between the respective areas enabled the construction of a new knowledge, based on the understanding that we are unique.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las brechas en el aprendizaje de algunos niños que están fuera de la política de inclusión se hacen más evidentes en el momento que estamos viviendo. El artículo resume la Tesis de Maestría en Educación y analiza el aporte y desafíos del trabajo interdisciplinario entre Logopedia y Educación para la formación continua de los docentes en los primeros años de la escuela primaria sobre los problemas del aprendizaje de la lengua escrita. La investigación cualitativa, del tipo investigación de intervención con matices del modelo constructivo-colaborativo, se desarrolló a través de un programa de formación continua de docentes, en la modalidad a distancia. Los principales instrumentos de recolección de datos fueron el cuestionario y las narrativas escritas. El análisis de datos se realizó a través del análisis de contenido. Los resultados indicaron que el trabajo articulado entre las respectivas áreas permitió la construcción de un nuevo conocimiento, basado en el entendimiento de que somos únicos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Fonoaudiologia Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Formação colaborativa]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Educational Speech Therapy]]></kwd>
<kwd lng="en"><![CDATA[Collaborative training]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Terapia del habla educativa]]></kwd>
<kwd lng="es"><![CDATA[Formación colaborativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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