<?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>2447-746X</journal-id>
<journal-title><![CDATA[Revista Iberoamericana do Patrimônio Histórico-Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Iberoam. Patrim. Histórico-Educativo]]></abbrev-journal-title>
<issn>2447-746X</issn>
<publisher>
<publisher-name><![CDATA[FE/UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2447-746X2019000100008</article-id>
<article-id pub-id-type="doi">10.20888/ridphe_r.v5i0.9705</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[AS HISTÓRIAS DE ESTUDANTES CEGOS SOBRE O SEU INGRESSO NA EDUCAÇÃO BÁSICA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE STORIES OF STUDENTS BLIND ABOUT THEIR INGRESS IN BASIC EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[LAS HISTORIAS DE ESTUDIANTES CEGOS SOBRE SU INGRESO EN LA EDUCACIÓN BÁSICA]]></article-title>
<article-title xml:lang="fr"><![CDATA[LES HISTOIRES D'ÉLÈVES AVEUGLES AU SUJET DE LEUR INTÉGRATION À L'ÉDUCATION DE BASE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbosa]]></surname>
<given-names><![CDATA[Luciane Maria Molina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Mariana Aranha de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendonça]]></surname>
<given-names><![CDATA[Suelene Donola]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Taubaté  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Taubaté  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Taubaté  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>5</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2447-746X2019000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2447-746X2019000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2447-746X2019000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Objetiva-se compreender a trajetória de estudantes cegos, sobretudo quando do seu ingresso na Educação Básica. São sujeitos desta pesquisa seis estudantes cegos que ingressaram no Ensino Superior nas últimas duas décadas. De natureza qualitativa, tem-se como instrumento de coleta de dados a entrevista de História Oral, realizada individualmente e analisada por meio da Análise de Conteúdo. Como resultado verificou-se que a trajetória desses estudantes aponta elementos, como: os materiais usados pelos professores e pelas escolas que estudaram, a postura do professor durante as aulas, a existência ou não de algum acompanhante para o aluno e a forma da escola compreender o trabalho com a diversidade. As narrativas se configuraram em possibilidade de se rememorar as experiências, empoderar os sujeitos e refletir sobre as formas de se organizar as práticas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective is to understand the trajectory of blind students, especially when they enter Primary Education. Six blind students enrolled in higher education in the last two decades are the subjects of this research. Of qualitative nature, we have as an instrument of data collection the oral history interview, performed individually and analyzed through Content Analysis. As a result, it was verified that the trajectory of these students points to elements such as the materials used by the teachers and the schools they studied, the teacher's posture during the classes, the existence or not of some companion for the student and the form of the school to understand the work with diversity. The narratives were configured to be able to recall the experiences, to empower the subjects and to reflect on the ways of organizing the educational practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Se pretende comprender la trayectoria de estudiantes ciegos, sobre todo cuando de su ingreso en la Educación Básica. Son sujetos de esta investigación seis estudiantes ciegos que ingresaron en la Enseñanza Superior en las últimas dos décadas. De naturaleza cualitativa, se tiene como instrumento de recolección de datos la entrevista de historia oral, realizada individualmente y analizada por medio del Análisis de Contenido. Como resultado se verificó que la trayectoria de estos estudiantes apunta elementos como los materiales usados por los profesores y por las escuelas que estudiaron, la postura del profesor durante las clases, la existencia o no de algún acompañante para el alumno y la forma de la escuela comprender el trabajo con la diversidad. Las narrativas se configuraron en posibilidad de rememorar las experiencias, empoderar a los sujetos y reflexionar sobre las formas de organizar las prácticas educativas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ L'objectif est de comprendre la trajectoire des élèves aveugles, en particulier lorsqu'ils entrent dans l'enseignement primaire. Six étudiants aveugles inscrits dans l'enseignement supérieur au cours des deux dernières décennies font l'objet de cette recherche. De nature qualitative, nous avons comme instrument de collecte de données l'interview d'histoire orale, réalisée individuellement et analysée par l'analyse de contenu. En conséquence, il a été vérifié que la trajectoire de ces élèves indiquait des éléments tels que les matériaux utilisés par les enseignants et les écoles qu'ils étudiaient, la posture de l'enseignant pendant les cours, l'existence ou non d'un compagnon pour l'étudiant et la avec diversité. Les récits ont été configurés pour pouvoir rappeler les expériences, habiliter les sujets et réfléchir aux manières d&#8217;organiser les pratiques éducatives.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Cegueira]]></kwd>
<kwd lng="pt"><![CDATA[Trajetória]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Blindness]]></kwd>
<kwd lng="en"><![CDATA[Trajectory]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Ceguera]]></kwd>
<kwd lng="es"><![CDATA[Trayectoria]]></kwd>
<kwd lng="fr"><![CDATA[Inclusion]]></kwd>
<kwd lng="fr"><![CDATA[La cécité Trajectoire]]></kwd>
</kwd-group>
</article-meta>
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