<?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>S1984-64442022000100221</article-id>
<article-id pub-id-type="doi">10.5902/1984644448232</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A documentação pedagógica como ferramenta para dar visibilidade à criança que existe no sujeito-infantil tido como anormal na educação infantil]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical documentation as a tool to give visibility to children considered abnormal in childhood education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Circe Mara]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simão]]></surname>
<given-names><![CDATA[Vera Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zwierewicz]]></surname>
<given-names><![CDATA[Marlene]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[Chapecó Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Alto Vale do Rio de Peixe  ]]></institution>
<addr-line><![CDATA[Caçador Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100221&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100221&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta pesquisa-ação trata da documentação pedagógica dos processos de inclusão na educação infantil. A obrigatoriedade de matrícula aos 4 anos, a inclusão das crianças com deficiência na escola regular e a expedição de documento escolar que ateste os processos de desenvolvimento e aprendizagem são determinações legais que impactam a educação infantil. Nesse sentido, a questão mobilizadora do estudo é saber quais verdades são produzidas sobre as crianças com deficiência na documentação pedagógica na educação infantil. Buscou-se conhecer os propósitos e modos como os professores documentam os processos de inclusão para problematizar os efeitos dessa documentação na produção do sujeito infantil a/normal. A metodologia consistiu na realização de observações e rodas de conversa com oito professoras de escolas públicas de educação infantil. A análise da documentação produzida pelas participantes acerca dos processos de inclusão transitou no campo teórico da Sociologia da Infância e estudos foucaultianos. Os resultados mostraram que os registros das experiências vividas pelas crianças com deficiência no contexto escolar são, de certo modo, negligenciados e ou produzidos em momentos pontuais, destacando as necessidades e dificuldades em detrimento dos direitos e aprendizagens. A pesquisa deu visibilidade às possibilidades da formação continuada de professores em um diálogo entre a universidade e as escolas públicas para produzir outros modos de ser professor/a de crianças com deficiência e, também, outros modos de incluí-las na educação infantil. O estudo pode inspirar outros professores a romper a díade normal/anormal e aprender a conhecer a criança que habita no sujeito tido como anormal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This action research deals with the pedagogical documentation regarding the inclusion processes in early childhood education. Mandatory enrollment at the age of 4, the inclusion of children with disabilities in regular school, and the issuing of a school document attesting to the development and learning processes are legal determinations that impact early childhood education. In this sense, the mobilizing question of the study is to know what truths are produced about children with disabilities in pedagogical documentation in early childhood education. We sought to know the purposes and ways in which teachers document the inclusion processes to discuss the effects of this documentation on the production of a / normal child. The methodology consisted of conducting observations and conversations with eight teachers from public early childhood education schools. The analysis of the documentation produced by the participants about the inclusion processes was carried out in the theoretical field of Childhood Sociology and Foucault studies. The results showed that the records of the experiences of children with disabilities in the school context are, in a way, neglected and / or produced in specific moments, highlighting the needs and difficulties to the detriment of rights and learning. The research gave visibility to the possibilities of continuing teacher education, in a dialogue between the university and public schools, to produce other ways of being a teacher of children with disabilities and, also, other ways of including them in early childhood education. The study can inspire other teachers to break the normal/abnormal dyad and learn to know the child who lives in the subject considered to be abnormal.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Documentação pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical documentation]]></kwd>
<kwd lng="en"><![CDATA[Child education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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