<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev.Comunic]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2014000200067</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v21n2p67-81</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O olhar do outro na constituição de uma aluna deficiente intelectual: imagens de educadores e colegas]]></article-title>
<article-title xml:lang="en"><![CDATA[The other&#8217;s look on the constitution of an intellectually disabled student: the views of educators and classmates]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Ana Paula de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Maria Inês Bacellar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[Evani Andreatta Amaral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dainez]]></surname>
<given-names><![CDATA[Débora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Moura Lacerda  ]]></institution>
<addr-line><![CDATA[Jaboticabal SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Metodista de Piracicaba  ]]></institution>
<addr-line><![CDATA[Piracicaba SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Universitário Moura Lacerda  ]]></institution>
<addr-line><![CDATA[Jaboticabal SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>67</fpage>
<lpage>81</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2014000200067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2014000200067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2014000200067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O objetivo desse estudo &#233; refletir sobre as possibilidades de constitui&#231;&#227;o de uma aluna com defici&#234;ncia intelectual que frequenta a escola regular, a partir da imagem que seus educadores e pares t&#234;m sobre ela. A aluna, Maria, com 5 anos de idade, apresenta defici&#234;ncia intelectual e est&#225; na educa&#231;&#227;o infantil. Os dados referem-se a observa&#231;&#245;es de situa&#231;&#245;es em sala de aula, encontros realizados com professoras e entrevistas com os colegas da sala. Os resultados revelam o desconhecimento dos educadores em rela&#231;&#227;o ao seu papel e fun&#231;&#227;o na aprendizagem do aluno deficiente. Os colegas de Maria reproduzem em suas falas e a&#231;&#245;es as posturas adotadas pela professora e pela monitora. Ideias assistencialistas s&#227;o reiteradas em suas falas e esse modo de ver, conceber e significar reflete-se no processo de constitui&#231;&#227;o da aluna. Este estudo chama aten&#231;&#227;o para dois aspectos: a necessidade de mudan&#231;as de concep&#231;&#245;es sobre o desenvolvimento e de redimensionamento das pr&#225;ticas pedag&#243;gicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The aim of this study is to reflect on the constitution of students with special educational needs who attend the public school system. The data are related to observations from classroom situations with a kindergarten student and to interviews with the student&#8217;s teachers and classmates. The student, aged five, has an intellectual disability and is in the kindergarten. The observations were registered in a field diary and video films, while the interviews were audio recorded. The results reveal the teachers&#8217; lack of knowledge regarding their role and function in the special student&#8217;s learning process. Maria&#8217;s classmates reproduce the actions and attitudes adopted by the teacher and the teaching assistant. Assistance-based conceptions were reiterated in their comments, and this way of seeing, conceiving, and giving meaning is reflected in the student&#8217;s process of constitution. This study highlights two need, i.e., to change conceptions regarding development and to resize educational practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El objetivo de este trabajo es reflexionar sobre las posibilidades de desarrollo de una estudiante con discapacidad intelectual que asiste a la escuela regular a partir de la imagen que sus maestros y compa&#241;eros tienen de ella. La alumna, Mar&#237;a, de 5 a&#241;os de edad y con discapacidad intelectual, est&#225; en el jard&#237;n de infantes. Los datos se refieren a las observaciones de situaciones en el aula, las reuniones con los maestros y las entrevistas con los colegas de clase. Los resultados ponen de manifiesto el desconocimiento de los educadores en relaci&#243;n con su papel y funci&#243;n en el aprendizaje de los estudiantes discapacitados. Los colegas de Mar&#237;a reproducen en sus discursos y acciones las posturas adoptadas por la profesora y la monitora. Ideas asistencialistas se reiteran en su discurso y este modo de ver, concebir y significar se refleja en el desarrollo de la alumna. Este estudio llama la atenci&#243;n sobre dos aspectos: la necesidad de cambios en las concepciones sobre el desarrollo y de ampliaci&#243;n de las pr&#225;cticas pedag&#243;gicas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Perspectiva Enunciativo-Discursiva]]></kwd>
<kwd lng="pt"><![CDATA[Constituição do Sujeito]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Theory]]></kwd>
<kwd lng="en"><![CDATA[Discourse and Utterance Perspective]]></kwd>
<kwd lng="en"><![CDATA[The Subject&#8217;s Constitution]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disabilities]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="es"><![CDATA[Teoría Histórico-Cultural]]></kwd>
<kwd lng="es"><![CDATA[Perspectiva Enunciativa y Discursiva]]></kwd>
<kwd lng="es"><![CDATA[Constitución del Sujeto]]></kwd>
<kwd lng="es"><![CDATA[Discapa Cidad Intelectual]]></kwd>
<kwd lng="es"><![CDATA[La Educación Inclusiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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