<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932024000100410</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e7976</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Transtorno do Processamento Auditivo: entre políticas educacionais e práticas pedagógicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Auditory Processing Disorder: between educational policies and pedagogical practices]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Scramim]]></surname>
<given-names><![CDATA[Rita Cacia Fachin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Graff]]></surname>
<given-names><![CDATA[Patrícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Fronteira Sul Curso de Pedagogia Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Chapecó SC]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932024000100410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100410&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Transtorno do Processamento Auditivo constitui uma alteração do sistema nervoso central que dificulta a compreensão das informações, interferindo na aprendizagem das crianças. A presente pesquisa buscou compreender os conhecimentos constituídos pelos professores do Ensino Fundamental sobre essa condição de existência e os modos como operam junto aos escolares que o apresentam. A pesquisa parte de uma revisão bibliográfica e de pesquisa de campo junto a professores da rede estadual de educação de um município do oeste de Santa Catarina. Os resultados mostram que tanto os professores como as redes de ensino desconhecem o Transtorno do Processamento Auditivo e, por consequência, as estratégias pedagógicas que podem beneficiar os estudantes com essa condição. As conclusões permitem afirmar que abordar essa temática com os profissionais da educação é fundamental para a inclusão de estudantes com essa condição, pois a falta de conhecimento sobre o tema dificulta a identificação e pode produzir lacunas nos processos de aprendizagem desses estudantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Auditory Processing Disorder is an alteration of the central nervous system that makes it difficult to understand information, interfering with children&#8217;s learning. This research sought to understand the knowledge constituted by elementary school teachers about this disorder and the ways in which they operate with students who have it. The research is based on a bibliographic review and field research with teachers from the state education network in a municipality in the west of Santa Catarina. The results show that both teachers and educational networks are unaware of Auditory Processing Disorder and, consequently, the pedagogical strategies that can benefit students who have it. By allowing to affirm that approaching this theme with education professionals is fundamental for the inclusion of students with this condition, since the lack of knowledge on the subject makes identification difficult and can produce gaps in the learning processes of these students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Intencionalidade pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical intentionality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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