<?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>S2238-121X2016000400097</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v23nespp97-116</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Instituição especializada e o apoio à escolarização do aluno com deficiência: avanços e retrocessos em tempos de inclusão]]></article-title>
<article-title xml:lang="es"><![CDATA[Institución especializada y apoyar la educación de los estudiantes con discapacidad: avances y retrocesos en tiempos de inclusión]]></article-title>
<article-title xml:lang="en"><![CDATA[Specialized institution and support the education of students with disabilities: advances and setbacks in inclusion times]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Andressa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedroso]]></surname>
<given-names><![CDATA[Cristina Cinto Araujo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>97</fpage>
<lpage>116</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2016000400097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2016000400097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2016000400097&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este artigo apresenta os resultados de uma pesquisa de cunho qualitativo, que objetivou investigar a parceria entre institui&#231;&#227;o especializada e escola comum no apoio &#224; escolariza&#231;&#227;o do aluno com defici&#234;ncia intelectual, em um munic&#237;pio de porte m&#233;dio do interior do Estado de S&#227;o Paulo. A coleta dos dados foi obtida por meio de entrevista semiestruturada com a coordenadora pedag&#243;gica da institui&#231;&#227;o especializada. A entrevista contemplou quest&#245;es relacionadas aos seguintes aspectos: a organiza&#231;&#227;o e o funcionamento da institui&#231;&#227;o especializada; os alunos que frequentam a institui&#231;&#227;o; o apoio da institui&#231;&#227;o &#224;s escolas comuns e a rela&#231;&#227;o com as fam&#237;lias; o perfil e a forma&#231;&#227;o dos profissionais da institui&#231;&#227;o. Os dados mostraram que o trabalho dessa institui&#231;&#227;o especializada n&#227;o est&#225; articulado com o curr&#237;culo da escola regular, n&#227;o garante continuidade nem tampouco realiza a antecipa&#231;&#227;o dos conte&#250;dos trabalhados pela escola e n&#227;o h&#225; uma cultura de reflex&#227;o conjunta da institui&#231;&#227;o e da escola sobre o desenvolvimento do curr&#237;culo e as pr&#225;ticas pedag&#243;gicas, impedindo a identifica&#231;&#227;o de caminhos mais apropriados para a escolariza&#231;&#227;o dos alunos com defici&#234;ncia intelectual. Portanto, o avan&#231;o das pol&#237;ticas educacionais n&#227;o provocou, no contexto estudado, avan&#231;o nas pr&#225;ticas institucionais na perspectiva da educa&#231;&#227;o inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Este art&#237;culo presenta los resultados de una investigaci&#243;n cualitativa, cuyo objetivo fue investigar la asociaci&#243;n entre la instituci&#243;n especializada y la escuela com&#250;n para apoyar la educaci&#243;n de los alumnos con discapacidad intelectual, en una ciudad de tama&#241;o medio en el estado de Sao Paulo. Se obtuvo la recopilaci&#243;n de datos a trav&#233;s de entrevista semiestructurada con el coordinador educativo de la instituci&#243;n especializada. La entrevista incluy&#243; preguntas relacionadas con: la organizaci&#243;n y funcionamiento de la instituci&#243;n especializada; estudiantes que asisten a la instituci&#243;n; el apoyo de la instituci&#243;n a las escuelas comunes y la relaci&#243;n con las familias; el perfil y la formaci&#243;n del personal de la instituci&#243;n. Los datos mostraron que la labor de la instituci&#243;n especializada no est&#225; vinculado al plan de estudios de la escuela regular, no garantiza la continuidad ni se da cuenta de la anticipaci&#243;n de los contenidos trabajados en la escuela y hay una reflexi&#243;n conjunta de la cultura de la instituci&#243;n y de la escuela en el desarrollo curricular y las pr&#225;cticas pedag&#243;gicas, la prevenci&#243;n de la identificaci&#243;n de las formas m&#225;s adecuadas para la educaci&#243;n de los estudiantes con discapacidad intelectual. Por lo tanto, el avance de la pol&#237;tica de educaci&#243;n no se tradujo en el contexto estudiado, los avances en las pr&#225;cticas institucionales en el contexto de la educaci&#243;n inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This article presents the results of a qualitative research that aimed to investigate the association between specialized institution and common school to support the education of students with intellectual disabilities, in a medium-sized city in the state of S&#227;o Paulo. Data collection was obtained through semi-structured interview with the educational coordinator of the specialized institution. The interview included questions related to: the organization and functioning of the specialized institution; students attending the institution; the support of the institution to the common schools and the relationship with families; profile and training of staff of the institution. The data showed that the work of the specialized institution is not linked to the curriculum of regular school, does not guarantee continuity nor realizes the anticipation of the contents worked in the school and there is a joint reflection of culture of the institution and the school on curriculum development and pedagogical practices, preventing identification of the most appropriate ways for the education of students with intellectual disabilities. Therefore, the advancement of education policy did not result in the context studied, advances in institutional practices in the context of inclusive education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Instituições de Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação dos Deficientes Intelectuais]]></kwd>
<kwd lng="es"><![CDATA[Educación Integradora]]></kwd>
<kwd lng="es"><![CDATA[Las instituciones de Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Educación Discapacidad intelectual]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Special Education Institutions]]></kwd>
<kwd lng="en"><![CDATA[Education Intellectual Disabilities]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
