<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382021000100315</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702021v27e0161</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Preliminary Indicators of the Use of Lesson Study as a Teaching Practice Capable of Enabling an Inclusive Perspective in Higher Education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Indicadores Preliminares do Uso da Lesson Study Como Prática de Ensino Capaz de Viabilizar uma Perspectiva Inclusiva na Educação Superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[OLIVEIRA]]></surname>
<given-names><![CDATA[Jáima Pinheiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BRACKEN]]></surname>
<given-names><![CDATA[Seán]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NAKANO]]></surname>
<given-names><![CDATA[Natália]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista "Julio de Mesquita Filho" (UNESP)  ]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,University of Worcester  ]]></institution>
<addr-line><![CDATA[Henwick Grove ]]></addr-line>
<country>United Kingdom - UK</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP)  ]]></institution>
<addr-line><![CDATA[Marília São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382021000100315&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382021000100315&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382021000100315&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study approached the Lesson Study strategy as a support for planning academic activities of teachers who intend to adopt or contribute to the adoption of an inclusive perspective in Higher Education. The general objective of this study was to describe preliminary indicators of the use of the Lesson Study as a teaching practice capable of enabling an inclusive perspective, in the context of Higher Education. Specifically, we aim to: a) identify strategies by student with and without markers (social, linguistic, ethnic, neuromotor, among others) as suggestions for the teaching-learning process with an inclusive perspective, and b) compare these strategies and discuss them from the point of view of the teaching practice aspects tested in this analysis. With a predominantly qualitative approach, this research was characterized as descriptive and the investigation instruments used for data collection consisted of interviews, observation and field notes. Three university professors and a group of twelve students, four of them with markers (social, linguistic, ethnic, neuromotor, among others), and eight of them without any makers participated in this analysis. The results allowed to highlight four specific indicators of the Lesson Study and 26 types of strategies indicated by the students (with and without markers) as suggestions for support during teaching practices. It was observed that those provided by students without markers did not differ much from those presented by the students with markers, except in specific situations, such as those pointed out by the deaf student. The obtained data contributed to the discussions on the existing policies and guidelines generated in the University itself and, in particular, the analysis provided professional improvement of the involved professors, in addition to the indication of possibilities of this improvement in relation to the other professors who are concerned with the adoption of actions with inclusive education perspectives.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo abordou a estratégia de estudos de aula (Lesson Study) como suporte para o planejamento de atividades acadêmicas de professores que pretendem adotar ou contribuir para a adoção de uma perspectiva inclusiva na Educação Superior. O objetivo geral deste estudo foi descrever indicadores preliminares do uso da Lesson Study como prática de ensino capaz de viabilizar uma perspectiva inclusiva, no contexto da Educação Superior. De maneira específica, objetivamos: a) identificar estratégias de estudantes com e sem marcadores (sociais, linguísticos, étnicos, neuromotores, dentre outros) como sugestões para o processo de ensino-aprendizagem com perspectiva inclusiva; e b) comparar essas estratégias e discuti-las do ponto de vista de aspectos da prática de ensino testada nessa análise. Com abordagem predominantemente qualitativa, essa pesquisa se caracterizou pelo tipo descritivo e os instrumentos de investigação utilizados para a coleta de dados consistiram em entrevistas, observação e anotações de campo. Participaram dessa análise três professoras universitárias e um grupo de doze estudantes, sendo quatro deles com marcadores (sociais, linguísticos, étnicos, neuromotores, dentre outros) e oito sem. Os resultados permitiram destacar quatro indicadores específicos da Lesson Study e 26 tipos de estratégias indicadas pelos alunos (com e sem marcadores) como sugestões para suporte durante as práticas de ensino. Foi possível observar que aquelas fornecidas pelos estudantes sem marcadores não diferiram muito daquelas apresentadas pelos estudantes com marcadores, exceto em situações específicas, tais como as apontadas pelo discente com surdez. Os dados obtidos permitiram fazer alusões às políticas e orientações existentes e geradas na própria Universidade e, de modo particular, a análise proporcionou o aprimoramento profissional das professoras envolvidas, assim como indicou possibilidades desse aprimoramento em relação aos outros docentes que possuem uma preocupação com a adoção de ações com perspectivas de ensino inclusivo.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[School inclusion]]></kwd>
<kwd lng="en"><![CDATA[Lesson Study]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Alunos]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão escolar]]></kwd>
<kwd lng="pt"><![CDATA[Lesson Study]]></kwd>
</kwd-group>
</article-meta>
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