<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2017000300959</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.053.ao12</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Da epistemologia clássica da educação à inclusão escolar: desafios e perspectivas]]></article-title>
<article-title xml:lang="en"><![CDATA[From the classical epistemology of education to school inclusion: challenges and prospects]]></article-title>
<article-title xml:lang="es"><![CDATA[De la epistemología de la educación clásica a la inclusión escolar: desafíos y perspectivas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Figueiredo]]></surname>
<given-names><![CDATA[Rita Vieira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Boneti]]></surname>
<given-names><![CDATA[Lindomar Wessler]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Poulin]]></surname>
<given-names><![CDATA[Jean-Robert]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Québec à Chicoutimi  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canada</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>53</numero>
<fpage>959</fpage>
<lpage>977</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000300959&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000300959&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000300959&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Dedica-se neste artigo a analisar as especificidades da educação inclusiva, da implementação institucional à prática da sua ação. Argumenta-se que a educação inclusiva se apresenta frente a um desafio o qual se constitui no descompasso entre a epistemologia clássica da educação e a da educação inclusiva. Isto é, se de um lado a partir da epistemologia clássica a ação escolar utiliza como pressuposto básico a homogeneidade, funcionalidade e evolução, por outro lado, o pressuposto básico da educação inclusiva é que as diferenças se constituem em fator construtivo, a partir de trocas de experiências advindas das diferentes experiências de vida construídas nas especificidades e singularidades sociais. Porém, se a institucionalidade da escola, suas regras, normas e valores, continua assentada no pressuposto da epistemologia clássica da educação, o mundo social e acadêmico age de forma a criar caminhos que viabilizam a educação inclusiva, como é o caso da conquista da legislação e a pressão feita sobre a escola no sentido de acolher as diferenças e as singularidades sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article is dedicated to examine the specificities of inclusive education, from the institutional implementation of the practice to the action. It is argued that inclusive education presents a challenge in front of which constitutes the gap between classical epistemology of education and inclusive education. That is, if a side from classical epistemology school action uses as a basic assumption homogeneity, functionality and evolution, on the other hand, the basic assumption of inclusive education is that the differences constitute constructive factor, from exchanges the resulting experiences of the different life experiences built on specifics and social singularities. But if the school institutions, rules, norms and values, still seats on the assumption of classical epistemology of education, social and academic world acts to create paths that enable inclusive education, such as the conquest of legislation and the pressure made on the school in order to welcome the differences and social singularities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Se dedica a este artículo para examinar los aspectos específicos de la educación inclusiva, desde la implementación institucional hasta la práctica de su acción. Se argumenta que la educación inclusiva constituye un desafío frente a la cual constituye la brecha entre la epistemología clásica de la educación y la educación inclusiva. Es decir, si un lado de la acción escolar la epistemología clásica es utilizada teniendo como base la homogeneidad, funcionalidad y evolución, por otro lado, el supuesto básico de la educación inclusiva es que las diferencias constituyen el factor constructivo de los intercambios las experiencias resultantes de las diferentes experiencias de vida basadas en características específicas y singularidades sociales. Pero si las instituciones escolares, reglas, normas y valores, aún están sentados en el supuesto de la epistemología clásica de la educación, mundo académico y social actúa para crear caminos que permiten a la educación inclusiva, como la conquista de la legislación y la presión que se hizo en la escuela con el fin de acoger las diferencias y singularidades sociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Epistemologia da educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Epistemology of education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="es"><![CDATA[Políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Epistemología de la educación]]></kwd>
<kwd lng="es"><![CDATA[La educación inclusiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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