<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142016000300471</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v16n3.p471-490</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As concepções das professoras da sala comum sobre o atendimento educacional especializado e os processos de escolarização dos alunos com deficiência]]></article-title>
<article-title xml:lang="en"><![CDATA[Views of common classroom teachers concerning the specialized educational service and the schooling processes of students with disabilities]]></article-title>
<article-title xml:lang="es"><![CDATA[Las concepciones de los profesores del aula común sobre el servicio educativo especializado y los procesos de escolarización de los estudiantes con discapacidades]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fuck]]></surname>
<given-names><![CDATA[Andréia Heiderscheidt]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cordeiro]]></surname>
<given-names><![CDATA[Aliciene Fusca Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rengel]]></surname>
<given-names><![CDATA[Juliana Testoni dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Região de Joinville Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Joinville SC]]></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>16</volume>
<numero>3</numero>
<fpage>471</fpage>
<lpage>490</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142016000300471&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142016000300471&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142016000300471&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Este trabalho objetiva apresentar e analisar as concep&#231;&#245;es das professoras da Sala Comum sobre o Atendimento Educacional Especializado (AEE) nas Salas de Recursos Multifuncionais (SRM). Para a constru&#231;&#227;o dos dados, utilizou-se a aplica&#231;&#227;o de question&#225;rios a 144 docentes do 1&#186; ao 5&#186; ano da Rede Municipal de Ensino de Joinville e os dados foram analisados por meio da an&#225;lise de conte&#250;do de Franco (2012). Os resultados indicam que as professores da Sala Comum, de forma expressiva - 133 (92%) -, acreditam no AEE nas SRM como potencializador de aprendizagem e desenvolvimento. No entanto, essas quest&#245;es se apresentam mescladas com os desafios que as professoras da Sala Comum vivenciam no cotidiano do trabalho docente e, de forma espec&#237;fica, na rela&#231;&#227;o com os alunos p&#250;blico-alvo da Educa&#231;&#227;o Especial. Evidenciou-se ainda, falta de comunica&#231;&#227;o entre o professor da Sala Comum e o professor da SRM, j&#225; que a troca de informa&#231;&#245;es entre os docentes se d&#225; em uma rela&#231;&#227;o unilateral. Na concep&#231;&#227;o das docentes da Sala Comum, &#233; a professora especializada que deve encontrar solu&#231;&#245;es para as diferen&#231;as no processo de escolariza&#231;&#227;o dos estudantes que frequentam o AEE. Conclui-se que &#233; necess&#225;rio maior di&#225;logo entre os profissionais envolvidos neste processo, assim como maior entendimento das fun&#231;&#245;es do pr&#243;prio professor especializado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  This paper presents and analyze the perceptions of Common Classroom teachers in relation to the Specialized Educational Service (SES) in Multifunctional Resource Classrooms (MRC). For the data construction, questionnaires were applied to 144 teachers working with 1st to 5th years in the Joinville public school network. The data were analyzed using Franco's content analysis (2012). The results indicate that Common Classroom teachers significantly - 133 (92%) - believe that the SES in MRC maximizes learning and development. However, this issues appear mixed with numerous challenges that Common Classroom teachers face in their daily teaching work, and specifically, with students who are the target public of Special Education. It was also evidenced that there is a lack of communication between the Common Classroom teacher and the MRC teacher, as the exchange of information between these teachers is one-sided. In the concept of Common Classroom teachers, it is the specialized teacher who must find solutions to the differences in the school process of students who attend the SES. We conclude that more dialogue is needed among the professionals involved in this process, as well as a greater understanding of the role of the specialized teacher.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Este estudio tiene como objetivo presentar y analizar las concepciones de los profesores de Aula Com&#250;n sobre el Servicio Educativo Especializado (SEE) en Salas de Recursos Multifuncionales (SRM). Para la construcci&#243;n de los datos se aplicaron cuestionarios a 144 docentes del 1&#186; al 5&#186; a&#241;o de la Red Municipal de Ense&#241;anza de Joinville y los datos se analizaron mediante an&#225;lisis de contenido de Franco (2012). Los resultados indican que los profesores de Aula Com&#250;n, de manera expresiva - 133 (92%) - conf&#237;an en el SEE en las SRM como un servicio que potencializa el aprendizaje y el desarrollo. Sin embargo, estos problemas se presentan mezclados con los retos que las profesoras vivencian en su trabajo docente en el Aula Com&#250;n diariamente, y espec&#237;ficamente en relaci&#243;n a los estudiantes que son el p&#250;blico destinatario de la Educaci&#243;n Especial. Se demostr&#243; tambi&#233;n la falta de comunicaci&#243;n entre el profesor del Aula Com&#250;n y el profesor del SRM, ya que el intercambio de informaci&#243;n entre los dos se da en una relaci&#243;n unilateral. Desde el punto de vista de las docentes del Aula Com&#250;n, es la profesora especializada quien debe encontrar soluciones para las diferencias en el proceso educativo de los alumnos que asisten al SEE. Se llega a la conclusi&#243;n de que se requiere un mayor di&#225;logo entre los profesionales involucrados en este proceso, as&#237; como una mayor comprensi&#243;n de las funciones del propio profesor especializado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="pt"><![CDATA[Salas de Recursos Multifuncionais]]></kwd>
<kwd lng="pt"><![CDATA[Atendimento Educacional Especializado.]]></kwd>
<kwd lng="en"><![CDATA[Teaching Practice]]></kwd>
<kwd lng="en"><![CDATA[Multifunctional Resources Classrooms]]></kwd>
<kwd lng="en"><![CDATA[Specialized Educational Service.]]></kwd>
<kwd lng="es"><![CDATA[Trabajo Docente]]></kwd>
<kwd lng="es"><![CDATA[Salas de Recursos Multifuncionales]]></kwd>
<kwd lng="es"><![CDATA[Servicio Educativo Especializado.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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