<?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>2177-6210</journal-id>
<journal-title><![CDATA[Educação UNISINOS]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. UNISINOS]]></abbrev-journal-title>
<issn>2177-6210</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Vale do Rio dos Sinos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-62102014000100002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Deficiência intelectual e processos de tomada de decisão: estamos enfrentando o desafio de educar para a autonomia?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bissoto]]></surname>
<given-names><![CDATA[Maria Luisa]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,Centro Universitário Salesiano de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2014</year>
</pub-date>
<volume>18</volume>
<numero>01</numero>
<fpage>03</fpage>
<lpage>12</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-62102014000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-62102014000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-62102014000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O objetivo do artigo é discutir e analisar a questão da autonomia e do processo de tomada de decisão na deficiência intelectual, refletindo-se sobre possíveis caminhos para equilibrar a necessidade e o direito de autodeterminar-se das pessoas deficientes intelectuais e suas particularidades de engajamento no mundo. Metodologicamente, trata-se de uma revisão bibliográfica crítico-reflexiva, esquematizada nas seguintes categorias: (a) a compreensão do conceito de autonomia e de tomada de decisão como processos sócio-históricos, vinculados à circunstancialidade dos sujeitos, (b) as relações possíveis de serem estabelecidas entre estes conceitos, como assim concebidos, e a deficiência intelectual e (c) a proposição de ações e reflexões que possam impulsionar a autonomia decisória dos deficientes intelectuais. O referencial teórico se baseia em teorias “não racionais” de tomada de decisão, na perspectiva desenvolvimentista sistêmica de compreensão do desenvolvimento humano e numa filosofia de educação na deficiência centrada na pessoa. Como resultados se assevera que fazer escolhas e tomar decisões, autodeterminando-se, se configura num processo de aprendizagem sociocultural, no qual a pessoa com deficiência intelectual precisa ser envolvida. Propostas educacionais devem contemplar esta preocupação, nos vários âmbitos da vida. Isto se constitui como um direito fundamental da pessoa com deficiência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The aim of this paper is to discuss and analyze the issue of autonomy and the process of decision-making in intellectual disability, reflecting on possible ways to balance the need and the right to self-determination of people with disabilities and their particular intellectual engagement in the world. Methodologically it is a critical and reflective literature review, outlined in the following categories: (a) understanding the concepts of autonomy and decision-making as socio-historical processes, linked to the subjects’ circumstantiality, (b) possible relationships to be established between these concepts, thus conceived, and intellectual disabilities and (c) the proposition of actions and reflections capable of propelling the decisional autonomy of the intellectually disabled. The theoretical framework is based on “non-rational” decision-making theories, on the systemic developmental perspective on human development and on a person centered educational philosophy for the disabled. As a result it asserts that making choices and decisions, self-determining oneself constitutes a sociocultural learning process, in which the person with intellectual disabilities should be involved. Educational proposals should address this concern, in all areas of life. This constitutes a fundamental right of people with disabilities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Deficiência Intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Processo Decisório]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disability]]></kwd>
<kwd lng="en"><![CDATA[Decision-Making Process]]></kwd>
<kwd lng="en"><![CDATA[Autonomy]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Defici&ecirc;ncia  intelectual e processos de tomada de decis&atilde;o: estamos enfrentando o desafio de  educar para a autonomia?</h2> <h3>Intellectual disability and decision making-processes:  Are we facing the challenge of educating for autonomy?</h3>     <p>&nbsp;</p> <h4>Maria  Luisa Bissoto    <br> </h4> </font>      ]]></body><back>
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