<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492020000300081</article-id>
<article-id pub-id-type="doi">10.17058/rea.v28i3.14300</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Cultura escolar e organização curricular: um olhar histórico sobre a deficiência]]></article-title>
<article-title xml:lang="en"><![CDATA[School culture and curricular organization: a historical look at disability]]></article-title>
<article-title xml:lang="es"><![CDATA[Cultura escolar y organización curricular: una mirada histórica a la discapacidad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Marcia Torres Neri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado da Bahia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2020</year>
</pub-date>
<volume>28</volume>
<numero>3</numero>
<fpage>81</fpage>
<lpage>95</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492020000300081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492020000300081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492020000300081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente estudo objetiva apresentar aspectos relativos à cultura escolar retratada desde a institucionalização da Educação Especial no Brasil aos dias atuais, em suas relações com práticas curriculares desenvolvidas em contato com a deficiência. Concepções enraizadas perpetuam um olhar segregador travestido de novas roupagens, porém resistente ao respeito às diferenças. Os dados indicam a importância de (re)visitar o currículo e inquiri-lo sobre condições de participação de estudantes com deficiência. Certamente, outros estudantes em situação de desvantagem escolar poderão ser contemplados pelas reflexões suscitadas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study aims to present aspects related to school culture portrayed since the institutionalization of Special Education in Brazil nowadays, in its relations with the syllabus practices developed in contact with disability. Rooted preconceptions perpetuate a segregating hidden look, that resists to differences. The data indicate the importance of (re)visiting the syllabus and inquiring about participation of students with disabilities and their conditions. Certainly, other students at school have a clear disadvantage situation that may be contemplated by raised considerations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio tiene como objetivo presentar aspectos relacionados con la cultura escolar retratada desde la institucionalización de la Educación Especial en Brasil hasta nuestros días, en sus relaciones con las prácticas curriculares desarrolladas en contacto con la discapacidad en las escuelas. Las concepciones arraigadas perpetúan una mirada segregadora que ha adoptado nuevas formas, sin embargo, resistente a las diferencias. Los datos indican la importancia de (re)visitar el currículo e indagar sobre condiciones de participación de los estudiantes con discapacidad. Sin duda, otros estudiantes en desventaja escolar podrán ser contemplados por las reflexiones planteadas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Cultura Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="en"><![CDATA[School Culture]]></kwd>
<kwd lng="en"><![CDATA[Disability]]></kwd>
<kwd lng="en"><![CDATA[Syllabus]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="es"><![CDATA[Cultura escolar]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad]]></kwd>
<kwd lng="es"><![CDATA[Currículo]]></kwd>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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