<?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>S1982-03052021000400277</article-id>
<article-id pub-id-type="doi">10.12957/teias.2021.62071</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PAULO FREIRE E A ESCOLA NECESSÁRIA À INCLUSÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[PAULO FREIRE AND THE NECESSARY SCHOOL FOR INCLUSION]]></article-title>
<article-title xml:lang="es"><![CDATA[PAULO FREIRE Y LA ESCUELA NECESARIA PARA LA INCLUSIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Esquinsani]]></surname>
<given-names><![CDATA[Rosimar Serena Siqueira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Passo Fundo / UPF  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<numero>67</numero>
<fpage>277</fpage>
<lpage>288</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052021000400277&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052021000400277&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052021000400277&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A constante vivificação do pensamento de Paulo Freire permite que questões coetâneas possam ser discutidas à luz do pensamento freireano, ainda que o mesmo não tenha pautado nomeadamente determinado assunto. Essa premissa aplica-se à Educação Especial. Mesmo sem escritos específicos sobre o tema, é possível iluminar o debate acerca da Educação Especial a partir das obras de Paulo Freire. E esta interface caracteriza a intenção do artigo: avigorar o pensamento de Freire no debate acerca da Educação Especial, colocando o tema em diálogo com um autor denso, tomando igualmente Paulo Freire a partir de uma pauta contemporânea. Metodologicamente o texto trata-se de estudo descritivo, de abordagem qualitativa, pautado em uma revisão sistemática da obra freiriana, com o objetivo de buscar excertos e ideias que dialoguem com conceitos atuais de Educação Especial, Educação Inclusiva e Equidade. O texto está dividido em três seções: &#8216;Sobre Educação Especial, Educação Inclusiva e Equidade&#8217;, onde são expostos os fragmentos legais que assinalam a compreensão dos conceitos designados; &#8216;Discutindo os conceitos à luz do pensamento de Paulo Freire&#8217;, onde os conceitos são tomados sob a ótica do autor, e &#8216;O pensamento freireano e a escola necessária à inclusão&#8217;, tecendo reflexões sobre a escola inclusiva a partir da obra de Paulo Freire. Como conclusão, a narrativa conduz à compreensão que a escola necessária à inclusão se sustenta em diversas premissas freireanas, assumindo um lugar de curiosidade crítica e contestação, buscando somar esforços ao debate denso (por vezes tenso) em relação à educação Especial na perspectiva da Educação Inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The constant revival of Paulo Freire's thought allows contemporaneous issues to be discussed in the light of Freire's thought, even though it has not specifically addressed a certain subject. This premise applies to Special Education. Even without specific writings on the subject, it is possible to illuminate the debate about Special Education from the works of Paulo Freire. And this interface characterizes the intention of the article: to invigorate Freire's thinking in the debate about Special Education, putting the theme in dialogue with a dense author, also taking Paulo Freire from a contemporary agenda. Methodologically, the text is a descriptive study, with a qualitative approach, based on a systematic review of Freire's work, with the objective of seeking excerpts and ideas that dialogue with current concepts of Special Education, Inclusive Education and Equity. The text is divided into three sections: 'On Special Education, Inclusive Education and Equity', where the legal fragments that indicate the understanding of the designated concepts are exposed; 'Discussing the concepts in the light of Paulo Freire's thought', where the concepts are taken from the author's perspective, and 'The Freirean thought and the necessary school for inclusion', weaving reflections on the inclusive school from the work of Paulo Freire . In conclusion, the narrative leads to the understanding that the school necessary for inclusion is supported by several Freirean premises, assuming a place of critical curiosity and contestation, seeking to add efforts to the dense (sometimes tense) debate in relation to Special Education from the perspective of Education Inclusive.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El constante resurgimiento del pensamiento de Paulo Freire permite discutir temas contemporáneos a la luz del pensamiento de Freire, aunque no haya abordado específicamente un tema determinado. Esta premisa se aplica a la Educación Especial. Incluso sin escritos específicos sobre el tema, es posible iluminar el debate sobre Educación Especial a partir de la obra de Paulo Freire. Y esta interfaz caracteriza la intención del artículo: dinamizar el pensamiento de Freire en el debate sobre Educación Especial, poniendo el tema en diálogo con un autor denso, sacando también a Paulo Freire de una agenda contemporánea. Metodológicamente, el texto es un estudio descriptivo, con enfoque cualitativo, basado en una revisión sistemática del trabajo de Freire, con el objetivo de buscar extractos e ideas que dialoguen con los conceptos actuales de Educación Especial, Educación Inclusiva y Equidad. El texto se divide en tres apartados: 'Sobre Educación Especial, Educación Integrada y Equidad', donde se exponen los fragmentos legales que indican la comprensión de los conceptos designados; 'Discutir los conceptos a la luz del pensamiento de Paulo Freire', donde los conceptos se toman desde la perspectiva del autor, y 'El pensamiento freireano y la escuela necesaria para la inclusión', tejiendo reflexiones sobre la escuela inclusiva a partir de la obra de Paulo Freire. En conclusión, la narrativa lleva a entender que la escuela necesaria para la inclusión se sustenta en varias premisas freireanas, asumiendo un lugar de curiosidad crítica y contestación, buscando sumar esfuerzos al denso (a veces tenso) debate en relación a la Educación Especial desde la Perspectiva de la Educación Inclusiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
<kwd lng="en"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
<kwd lng="es"><![CDATA[Paulo Freire]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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