<?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>S1984-71142017000100047</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v17n1.p47-70</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A CONSTRUÇÃO CURRICULAR COLETIVA NA FORMAÇÃO DE PROFESSORES DA EDUCAÇÃO ESPECIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[COLLECTIVE CURRICULAR DEVELOPMENT IN TEACHER TRAINING FOR SPECIAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LA CONSTRUCCIÓN CURRICULAR COLECTIVA EN LA FORMACIÓN DE PROFESORES DE EDUCACIÓN ESPECIAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Givigi]]></surname>
<given-names><![CDATA[Rosana Carla do Nascimento]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alcântara]]></surname>
<given-names><![CDATA[Juliana Nascimento de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dourado]]></surname>
<given-names><![CDATA[Solano Sávio Figueiredo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto]]></surname>
<given-names><![CDATA[Marcus Valerius da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Amanda Fernandes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Sergipe Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[São Cristóvão SE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>1</numero>
<fpage>47</fpage>
<lpage>70</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142017000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142017000100047&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142017000100047&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Em tempos de assun&#231;&#227;o do paradigma da inclus&#227;o como norteador das pr&#225;ticas educativas, a forma&#231;&#227;o do professor tem sido problematizada. Um dos desafios quando se pensa a proposi&#231;&#227;o de uma forma&#231;&#227;o de professores &#233; a constru&#231;&#227;o de um curr&#237;culo de forma&#231;&#227;o que atenda &#224; heterogeneidade profissional. Este trabalho teve por objetivo acompanhar a elabora&#231;&#227;o do curr&#237;culo de um curso de forma&#231;&#227;o de professores na perspectiva inclusiva e seus efeitos, &#224; luz da pesquisa-a&#231;&#227;o colaborativo-cr&#237;tica. Referenciaram-se os procedimentos realizados neste estudo pela pesquisa-a&#231;&#227;o colaborativo-cr&#237;tica. O grupo de sujeitos da pesquisa foi composto por 22 professoras das redes p&#250;blicas estadual de Sergipe e municipal de um munic&#237;pio da Grande Aracaju, entre professores da sala comum e do atendimento educacional especializado (AEE). Como resultados, foram eleitas tr&#234;s tem&#225;ticas principais a serem contempladas no curr&#237;culo: Comunica&#231;&#227;o Alternativa, Adapta&#231;&#227;o/Flexibiliza&#231;&#227;o Curricular e Pr&#225;ticas Pedag&#243;gicas Inclusivas. As demais tem&#225;ticas seriam levantadas, imprevisivelmente, de acordo com as necessidades que emergissem do/pelo processo. Os preceitos da pesquisa-a&#231;&#227;o convergiram para a constru&#231;&#227;o de um curr&#237;culo materializado a partir da implica&#231;&#227;o m&#250;tua dos participantes e dos pesquisadores. O olhar esteve dilatado para as demandas que iam surgindo conforme o processo formativo acontecia, dada a imprevisibilidade que a pesquisa-a&#231;&#227;o assume marcar processos iminentemente humanos, de transforma&#231;&#227;o. Possibilitou-se, assim, que as problematiza&#231;&#245;es lan&#231;adas pelo grupo de pesquisadores ecoassem no grupo de sujeitos, levando a um n&#237;vel mais aprofundando e cr&#237;tico de reflex&#227;o quanto &#224; sua constru&#231;&#227;o docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In times when the paradigm of inclusion as assumed as a guiding factor of educational practices, teacher education has been investigated. One of the challenges, when thinking of the proposal of a teacher training, is to design a training curriculum that caters for professional heterogeneity. This study aimed to monitor the development of the curriculum of a teacher training course, from a perspective of inclusion, and its effects in light of critical-collaborative research-action. The procedures carried out in this collaborative-critical action-research are outlined. The group of research subjects was comprised of 22 teachers working in state education networks of the state of Sergipe, and a municipality in Grande Aracaju, including regular classroom teachers and teachers of specialized educational services (ESA). Three main themes were selected, to be covered in the curriculum: Alternative Communication, Curricular Adaptation/Flexibilization, and Inclusive Teaching Practices. The remaining issues would be raised as necessary, according to the needs that emerged from/through the process. Thus, the precepts of the research-action converged to the construction of a curriculum that was designed based on the mutual involvement of the subjects and the researchers. The perspective was broadened to the demands that were emerging during the training process occurred, given the unpredictability that action research assumes in marking human and transformation processes. The investigations launched by the group of researchers were echoed in the group of subjects, leading to a deeper and critical level of reflection about their teaching construction.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: En tiempos de asumir el paradigma de la inclusi&#243;n como orientador de las pr&#225;cticas educativas, la formaci&#243;n del profesor ha sido problematizada. Cuando se piensa la proposici&#243;n de una formaci&#243;n de profesores, uno de los desaf&#237;os es la construcci&#243;n de un curr&#237;culo de formaci&#243;n que atienda a la heterogeneidad profesional. Este trabajo tuvo por objetivo acompa&#241;ar la elaboraci&#243;n del curr&#237;culo de un curso de formaci&#243;n de profesores con una perspectiva inclusiva y sus efectos, a la luz de la investigaci&#243;n-acci&#243;n colaborativo-cr&#237;tica. Se referenciaron los procedimientos realizados en este estudio por la investigaci&#243;n-acci&#243;n colaborativo-cr&#237;tica. El grupo de sujetos de la investigaci&#243;n estuvo compuesto por 22 profesores de las redes p&#250;blicas estatal de Sergipe y municipal de la Gran Aracaju/Sergipe, entre profesores del aula com&#250;n y del atendimiento educacional especializado (AEE). Como resultado fueron elegidas colectivamente tres tem&#225;ticas principales a ser contempladas en el curr&#237;culo: Comunicaci&#243;n Alternativa, Adaptaci&#243;n/Flexibilizaci&#243;n Curricular y Pr&#225;cticas Pedag&#243;gicas Inclusivas. Las dem&#225;s tem&#225;ticas ser&#237;an levantadas imprevisiblemente, de acuerdo con las necesidades que emergieran del/por el proceso. De esta forma, la construcci&#243;n del curr&#237;culo por el colectivo de sujetos de la investigaci&#243;n fue propulsora del desencadenamiento de un proceso formativo dado en el movimiento de resignificaci&#243;n de las acciones/reflexiones inmersas en la trama de la educaci&#243;n inclusiva. Los preceptos de la investigaci&#243;n-acci&#243;n convergieron para crear un curr&#237;culo materializado a partir de la participaci&#243;n mutua de los participantes y los investigadores. La mirada abarc&#243; las demandas que iban surgiendo conforme se desarrollaba el proceso de formaci&#243;n, dada la imprevisibilidad que asume la investigaci&#243;n-acci&#243;n al marcar procesos de transformaci&#243;n eminentemente humanos. As&#237;, se hizo posible que las problematizaciones lanzadas por el grupo de investigadores repercutiesen en el grupo de sujetos, lo que lleva la reflexi&#243;n acerca de su construcci&#243;n docente a un nivel de m&#225;s profundizaci&#243;n y cr&#237;tica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa-ação colaborativo-crítica]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Action research collaborative critical]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Investigación-Acción Colaborativo-Crítica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[O Currículo, uma reflexão sobre a prática]]></source>
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<source><![CDATA[Currículo sem Fronteiras]]></source>
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<volume>10</volume>
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