<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052020000200093</article-id>
<article-id pub-id-type="doi">10.12957/teias.2020.49701</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[IDENTIDADE DO PROFISSIONAL DA EDUCAÇÃO ESPECIAL: construção na escola indígena]]></article-title>
<article-title xml:lang="en"><![CDATA[IDENTITY OF THE SPECIAL EDUCATION PROFESSIONAL: developing in the indigenous school]]></article-title>
<article-title xml:lang="es"><![CDATA[IDENTIDAD DEL PROFESIONAL DE EDUCACIÓN ESPECIAL: construcción en la escuela indígena]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Portela]]></surname>
<given-names><![CDATA[Selma Maria Cunha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Roseli Bernardo Silva dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Estado de Educação e Desporto de Roraima  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Roraima  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>21</volume>
<numero>61</numero>
<fpage>93</fpage>
<lpage>116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052020000200093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052020000200093&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052020000200093&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta análise é resultado de um trabalho acadêmico vinculado ao programa de pós-graduação em educação com a linha de pesquisa da educação intercultural. Nessa perspectiva se intitulou Identidade profissional do professor que atua na sala de recurso multifuncional: um estudo a partir de uma escola indígena em Roraima, com o objetivo de analisar o processo de construção da identidade profissional do professor da sala de recurso multifuncional que atua no contexto da escola indígena em Roraima (RR). A pesquisa foi realizada em parceria com um grupo de professores e chefes de divisões da Secretaria de Estado de Educação e Desporto (SEED), de abordagem qualitativa, compreendendo pesquisa bibliográfica, entrevistas e análise documental. Nesse recorte apresentaremos fragmentos dos resultados e discussões, focando: perfil dos professores da educação especial que atuam na escola indígena; análise interpretativa da ideia de diferença nos distintos contextos sociais; atendimento educacional especializado como processo de inclusão; a escola e alunos indígenas. Observa-se que a identidade do profissional da educação especial que atua na escola indígena é constituída de elementos advindos do contexto pessoal, coletivo e da experiência educativa. Entretanto, deve-se considerar a cultura de cada docente indígena. Constata-se que os professores que atuam na sala de recurso multifuncional na escola indígena, sob a ótica da inclusão, em meio as dificuldades, à insegurança e ansiedades, sentem-se despreparados para o exercício da articulação que visa à inclusão de alunos com necessidades educacionais especiais no espaço escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This analysis is the result of academic work linked to the graduate program in education with the line of research on intercultural education. In this perspective, it was entitled Professional Identity of the Teacher who works in the Multifunctional Resource Room: a study from an indigenous school in Roraima, with the objective of analyzing the process of building the professional identity of the teacher of the multifunctional resource room who works in the context of the indigenous school in Roraima (RR). The research was carried out in partnership with a group of teachers and heads of divisions of the State Secretariat of Education and Sport (SEED), with a qualitative approach, which included bibliographic research, interviews and document analysis. In this section we will present fragments of the results and discussions focusing on: profile of special education teachers working in the indigenous school, interpretative analysis of the idea of difference in diverse social contexts and specialized educational assistance as an inclusion process: school and indigenous students. It is observed that the identity of the special education professional who works in the indigenous school is constituted of elements arising from the personal, collective context and the educational experience, however, the culture of each indigenous teacher must be considered. Noting that the teachers who work in the multifunctional resource room at the indigenous school from the perspective of inclusion, amid difficulties, insecurity and yearnings, feel unprepared to exercise full articulation for the inclusion of students with educational needs specials in the school ambience.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este análisis es el resultado del trabajo académico vinculado al programa de posgrado en educación con la línea de investigación sobre educación intercultural. En esta perspectiva, se tituló Identidad profesional del maestro que trabaja en la sala de recursos multifuncionales: un estudio de una escuela indígena en Roraima, con el objetivo de analizar el proceso de construcción de la identidad profesional del maestro de la sala de recursos multifuncionales que trabaja en el contexto de la escuela indígena en Roraima (RR). La investigación se llevó a cabo en asociación con un grupo de maestros y jefes de divisiones de la Secretaría de Estado de Educación y Deporte (SEED), con un enfoque cualitativo, que incluyó investigación bibliográfica, entrevistas y análisis de documentos. En esta sección presentaremos fragmentos de los resultados y debates centrados en: el perfil de los maestros de educación especial que trabajan en la escuela indígena, el análisis interpretativo de la idea de la diferencia en varios contextos sociales y la asistencia educativa especializada como un proceso de inclusión: la escuela y los estudiantes indígenas. Se observa que la identidad del profesional de educación especial que trabaja en la escuela indígena se compone de elementos derivados del contexto personal, colectivo y de la experiencia educativa, sin embargo, la cultura de cada maestro indígena debe ser considerada. Observando que los maestros que trabajan en la sala de recursos multifuncionales en la escuela indígena desde la perspectiva de la inclusión, en medio de dificultades, inseguridad y anhelos, no se sienten preparados para ejercer una articulación completa para la inclusión de estudiantes con necesidades educativas especiales en el espacio escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[professor]]></kwd>
<kwd lng="pt"><![CDATA[identidade profissional]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
<kwd lng="en"><![CDATA[teacher]]></kwd>
<kwd lng="en"><![CDATA[professional identity]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
<kwd lng="es"><![CDATA[profesor]]></kwd>
<kwd lng="es"><![CDATA[identidad profesional]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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