<?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>S1982-03052025000100400</article-id>
<article-id pub-id-type="doi">10.12957/teias.2025.82239</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A CAPOEIRA E O ATENDIMENTO EDUCACIONAL ESPECIALIZADO PARA ESTUDANTES COM TEA: dimensões afetivas, sociais e cognitivas]]></article-title>
<article-title xml:lang="en"><![CDATA[CAPOEIRA AND SPECIALIZED EDUCATIONAL ASSISTANCE FOR STUDENTS WITH ASD: affective, social and cognitive dimensions]]></article-title>
<article-title xml:lang="es"><![CDATA[CAPOEIRA Y ASISTENCIA EDUCATIVA ESPECIALIZADA PARA ESTUDIANTES CON TEA: dimensiones afectivas, sociales y cognitivas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guthierrez]]></surname>
<given-names><![CDATA[Carla Cordeiro Marçal]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[João Marcus Perelli dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,UNESA e Prefeitura Municipal de Araruama  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2025</year>
</pub-date>
<volume>26</volume>
<numero>80</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052025000100400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052025000100400&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052025000100400&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Neste ensaio, problematiza-se como a capoeira dialoga com o atendimento educacional especializado e traz importantes significados no processo de ensino e aprendizagem para estudantes com TEA, garantindo três dimensões: afetivas, sociais e cognitivas. Para tanto, pretende-se trazer relatos de experiências a partir de aulas na licenciatura de pedagogia e educação física na cidade do Rio de Janeiro, especificamente na Baixada Fluminense, onde os estudantes produzem conhecimento acerca da capoeira e de sua importância no cotidiano da escola. Além disso, objetiva-se trazer a experiência desse atendimento especializado na educação básica, na cidade de Araruama, onde a deficiência é vista na perspectiva dos direitos humanos. Utilizou-se referenciais teóricos que dialogam com a educação física escolar e com a educação especial na perspectiva inclusiva, sobretudo no que se refere ao atendimento educacional especializado - AEE. Como provocações, propõe-se a necessidade de dialogar sobre capoeira e a sua relação no atendimento aos estudantes-público da educação especial como uma possibilidade de suporte educacional especializado no processo de ensino e aprendizagem. Discute-se, também, a importância de refletir sobre essa temática na formação inicial de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This essay discusses how capoeira interacts with specialized educational services and brings important meanings to the teaching and learning process for students with ASD, ensuring three important dimensions: affective, social and cognitive. To this end, we intend to present reports of experiences from classes in the pedagogy and physical education degree program in the city of Rio de Janeiro, specifically in Baixada Fluminense, where students produce knowledge about capoeira and its importance in the daily life of the school. In addition, we aim to present the experience of this specialized service in basic education, in the city of Araruama, where disability is seen from the perspective of human rights. Theoretical references that interact with school physical education and special education from an inclusive perspective were used, especially with regard to specialized educational services (AEE). As provocations, we propose the need to discuss capoeira and its relationship in the service to students-public of Special Education as a possibility of specialized educational support in the teaching and learning process. The importance of reflecting on this topic in initial teacher training is also discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este ensayo, discutimos cómo la capoeira dialoga con los servicios educativos especializados y aporta significados importantes al proceso de enseñanza y aprendizaje de estudiantes con TEA, garantizando tres dimensiones importantes: afectiva, social y cognitiva. Para ello, pretendemos traer relatos de experiencias de clases de la carrera de pedagogía y educación física en la ciudad de Río de Janeiro, específicamente en la Baixada Fluminense, donde los estudiantes producen conocimientos sobre la capoeira y su importancia en el cotidiano de la escuela. Además, el objetivo es acercar la experiencia de este servicio especializado en educación básica, en la ciudad de Araruama, donde la discapacidad es vista desde la perspectiva de los derechos humanos. Se utilizaron referentes teóricos que dialogan con la educación física escolar y la educación especial desde una perspectiva inclusiva, especialmente en lo que respecta a los servicios educativos especializados - AEE. Como provocaciones, se propone la necesidad de discutir la capoeira y su relación en la atención a los estudiantes públicos de educación especial como una posibilidad de apoyo educativo especializado en el proceso de enseñanza y aprendizaje. También se discute la importancia de reflexionar sobre este tema en la formación inicial docente.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[specialized educational service]]></kwd>
<kwd lng="en"><![CDATA[capoeira]]></kwd>
<kwd lng="en"><![CDATA[initial teacher training]]></kwd>
<kwd lng="pt"><![CDATA[atendimento educacional especializado]]></kwd>
<kwd lng="pt"><![CDATA[capoeira]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de professores]]></kwd>
<kwd lng="es"><![CDATA[servicio educativo especializado]]></kwd>
<kwd lng="es"><![CDATA[capoeira]]></kwd>
<kwd lng="es"><![CDATA[formación inicial del profesorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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