<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Unisinos]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102018000200138</article-id>
<article-id pub-id-type="doi">10.4013/edu.2018.222.03</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Encontro entre Educa&#231;&#227;o Especial e Educa&#231;&#227;o Inclusiva: a forma&#231;&#227;o de professores-mediadores na &#225;rea da defici&#234;ncia intelectual]]></article-title>
<article-title xml:lang="en"><![CDATA[Meeting of Special Education and Inclusive Education: The training of mediator teachers in the field of intellectual disability]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Anna Augusta Sampaio de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,aff1  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>22</volume>
<numero>2</numero>
<fpage>138</fpage>
<lpage>146</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102018000200138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102018000200138&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102018000200138&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A forma&#231;&#227;o de professores para educa&#231;&#227;o inclusiva com foco em defici&#234;ncia intelectual se caracteriza como um desafio nacional. Assim, as estrat&#233;gias de pesquisa para a forma&#231;&#227;o ocupam um lugar importante na busca de solu&#231;&#245;es para equipar professores comuns em uma pr&#225;tica pedag&#243;gica que atenda &#224;s necessidades dos escolares com defici&#234;ncia intelectual. Portanto, o objetivo deste estudo foi o de capacitar professores especialistas da Rede Municipal de Educa&#231;&#227;o de S&#227;o Paulo, por meio de uma estrat&#233;gia piramidal, para atuarem como mediadores nas escolas com os seus pares. O estudo incluiu 220 profissionais, os quais foram respons&#225;veis pela forma&#231;&#227;o dos seus colegas na escola, por meio de um planejamento estrat&#233;gico piramidal. A an&#225;lise com base em question&#225;rios respondidos por professores-mediadores, seus coment&#225;rios descritivos e registros no di&#225;rio de campo mostra que a estrat&#233;gia piramidal foi favor&#225;vel e que a forma&#231;&#227;o necess&#225;ria chegou ao seu destino: o professor da classe comum.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  The teacher training aimed at the work with inclusive education with a focus on intellectual disabilities has been characterized as a major national challenge. Thus, the research strategies for training occupies an important place in this debate, in the search for solutions to equip ordinary teachers in a pedagogical practice that meets the needs of students with intellectual disabilities. Therefore, the objective of this study was to train specialist teachers of the Municipal Net of Education of S&#227;o Paulo, through a pyramidal strategy, to act as mediators with their peers. The study included 220 professionals, who were responsible for training their peers in school, through a pyramidal strategic planning. The analysis based on questionnaires answered by mediator teachers, their descriptive comments, and records in field diary shows that the pyramidal strategy was favorable and that the necessary training reached its destination: the teacher of the common class.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Estratégia Piramidal]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Intelectual]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Pyramidal Strategy]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disability]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MICHELS]]></surname>
<given-names><![CDATA[M.H.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Gestão, formação docente e inclusão: eixos da reforma educacional brasileira que atribuem contornos à organização escolar.]]></article-title>
<source><![CDATA[Revista Brasileira de Educação]]></source>
<year></year>
<volume>11</volume>
<numero>33</numero>
<issue>33</issue>
<page-range>406-23</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
