<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442016000100197</article-id>
<article-id pub-id-type="doi">10.5902/1984644414450</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclusão escolar: Atendimento Educacional Especializado, expertise e normalização]]></article-title>
<article-title xml:lang="en"><![CDATA[School inclusion: specialized educational service, expertise and normalization]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gräff]]></surname>
<given-names><![CDATA[Patrícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Daniela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Vale do Rio dos Sinos  ]]></institution>
<addr-line><![CDATA[São Leopoldo Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Regional do Noroeste do Estado do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Ijuí Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>41</volume>
<numero>1</numero>
<fpage>197</fpage>
<lpage>208</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442016000100197&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442016000100197&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442016000100197&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este estudo busca tensionar as balizas que instituem o Atendimento Educacional Especializado (AEE) - no cen&#225;rio da educa&#231;&#227;o inclusiva - como servi&#231;o que re/direciona pr&#225;ticas pedag&#243;gicas. Direcionamos o nosso olhar para este atendimento apoiadas em um referencial p&#243;s-estruturalista - Nikolas Rose e Michel Foucault -, partindo do pressuposto de que o professor de AEE, na condi&#231;&#227;o de profissional especializado, empreende esfor&#231;os para diminuir os riscos e normalizar os sujeitos. Assim, organizamos o estudo em tr&#234;s momentos: A escola Contempor&#226;nea e o contexto inclusivo, Atendimento Educacional Especializado como expertise normalizadora e Triar e intervir: tarefas do professor de AEE. Inferimos que, constituindo-se como expertise, cabe a este profissional aproximar os sujeitos inclusivos da normalidade, investindo esfor&#231;os em a&#231;&#245;es espec&#237;ficas e determinadas para cada sujeito, com vistas a produ&#231;&#227;o de subjetividades cada vez mais inclusivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This study aims to pressure the beacons that set the Educational Service Specialist (ESA) - in the scenario of inclusive education - as a service that re/directs pedagogical practices. We direct our looking to this service supported by a post-structuralist framework - Nikolas Rose and Michel Foucault - on the assumption that the ESA teacher, provided specialized professional, undertakes efforts to reduce the risks and normalize the subject. So we organized the study into three periods: The Contemporary and inclusive school context, Specialized Educational Service as normalizing expertise and Screen and intervene: teacher AEE tasks. We infer that, while constituting expertise, it is up to this professional approach inclusive of normal subjects, investing efforts into specific actions and determined for each subject, with a view to producing increasingly inclusive subjectivities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Atendimento Educacional Especializado]]></kwd>
<kwd lng="pt"><![CDATA[Expertise]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="en"><![CDATA[Specialised Education Service]]></kwd>
<kwd lng="en"><![CDATA[Expertise]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
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<person-group person-group-type="author">
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<surname><![CDATA[FIMYAR]]></surname>
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<article-title xml:lang="en"><![CDATA[Governamentalidade como ferramenta conceitual na pesquisa de políticas educacionais.]]></article-title>
<source><![CDATA[Educação &amp; Realidade]]></source>
<year></year>
<volume>34</volume>
<numero>2</numero>
<issue>2</issue>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Sul]]></publisher-name>
</nlm-citation>
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<ref id="B2">
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<person-group person-group-type="author">
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<surname><![CDATA[LOPES]]></surname>
<given-names><![CDATA[M. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Políticas de inclusão e governamentalidade.]]></article-title>
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<year></year>
<volume>34</volume>
<numero>2</numero>
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</nlm-citation>
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<ref id="B3">
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<surname><![CDATA[VEIGA-NETO]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
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<surname><![CDATA[LOPES]]></surname>
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<year></year>
<volume>28</volume>
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</ref>
</ref-list>
</back>
</article>
