<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742019000300084</article-id>
<article-id pub-id-type="doi">10.1590/198053145494</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[SPECIAL EDUCATION AND AUTISM: FROM EVIDENCE-BASED PRACTICES TO SCHOOL]]></article-title>
<article-title xml:lang="fr"><![CDATA[L&#8217;ÉDUCATION SPÉCIALE ET L&#8217;AUTISME: DES PRATIQUES FONDÉES SUR DES PREUVES À L&#8217;ÉCOLE]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN ESPECIAL Y AUTISMO: DE LAS PRÁCTICAS BASADAS EN EVIDENCIAS A LA ESCUELA]]></article-title>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO ESPECIAL E AUTISMO: DAS PRÁTICAS BASEADAS EM EVIDÊNCIAS À ESCOLA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[Débora R. P.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Schmidt]]></surname>
<given-names><![CDATA[Carlo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Federal University of Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Natal RN]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Federal University of Santa Maria  ]]></institution>
<addr-line><![CDATA[Santa Maria RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>49</volume>
<numero>173</numero>
<fpage>84</fpage>
<lpage>103</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742019000300084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742019000300084&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742019000300084&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In recent years, the literature has shown a significant increase in the enrollment of students with autism in regular classrooms. Among the essential teacher competencies to effectively deal with this demand is the knowledge on Evidence-Based Practices (EBP), conceived as scientifically effective intervention strategies. Knowledge produced by research centers about these practices is not disseminated and incorporated by teachers in the school context. In this scenario, this article aims: to revise the concept of EBP, in the scope of research in Special Education and autism; and identify factors that interfere with the transposition of the knowledge. As a complement, a theoretical-explanatory model of transposition of scientific knowledge beyond the walls of the academy is proposed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Au cours des dernières années, la littérature a montré une augmentation significative de l&#8217;inscription des élèves autistes dans les classes régulières. Pour répondre à cette demande on trouve parmi les compétences essentielles des enseignants les connaissances sur les pratiques fondées sur les preuves (PFP), définies comme des stratégies d&#8217;intervention scientifiquement efficaces. Il faut noter que les connaissances sur les PFP, produites par les centres de recherche, ne sont pas appliquées aux enseignants dans le contexte de l&#8217;école. Les objectifs de cet article sont donc d&#8217;examiner le concept de PBE dans le contexte de la recherche en éducation spécialisée et autisme et d&#8217;identifier les facteurs qui interfèrent dans la mobilisation des connaissances. Comme alternative, un modèle théorique-explicatif de transposition de connaissances des murs de l&#8217;académie à l&#8217;école est proposé.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La literatura viene registrando en los últimos años, un aumento expresivo del ingreso de alumnos con autismo en las clases comunes. Entre las competencias docentes esenciales para lidiar con esa demanda, se encuentra el conocimiento sobre Prácticas Basadas en Evidencias (PBE), definidas como estrategias de intervención científicamente eficaces. Se señala que el conocimiento sobre las PBE, producido por universidades y centros de investigación, no se traspone a los profesores en el ámbito escolar. Así, los objetivos de este artículo son revisar el concepto de las PBE en el contexto de las investigaciones en Educación Especial y autismo, así como identificar factores que interfieren en la movilización del conocimiento. Como alternativa, se propone un modelo teórico-explicativo de transposición del conocimiento científico desde los muros de la academia hasta el piso de la escuela.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nos últimos anos, a literatura vem registrando um aumento expressivo do ingresso de alunos com autismo em classes comuns. Dentre as competências docentes essenciais para lidar com essa demanda insere-se o conhecimento sobre práticas baseadas em evidências (PBE), definidas como estratégias interventivas cientificamente eficazes. Assinale-se que o conhecimento sobre as PBE, produzido por centros de pesquisa, não é transposto aos professores, no contexto da escola. Assim, os objetivos deste artigo são revisar o conceito de PBE, no âmbito das pesquisas em educação especial e autismo, e identificar fatores que interferem na mobilização do conhecimento. Como alternativa propositiva, é apresentado um modelo teórico-explicativo de transposição do conhecimento dos muros da academia para o chão da escola.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[SPECIAL EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[AUTISM]]></kwd>
<kwd lng="en"><![CDATA[EVIDENCE-BASED PRACTICES]]></kwd>
<kwd lng="fr"><![CDATA[ÉDUCATION SPÉCIALE]]></kwd>
<kwd lng="fr"><![CDATA[AUTISME]]></kwd>
<kwd lng="fr"><![CDATA[PRATIQUES FONDÉES SUR DES PREUVES]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN ESPECIAL]]></kwd>
<kwd lng="es"><![CDATA[AUTISMO]]></kwd>
<kwd lng="es"><![CDATA[PRÁCTICAS BASADAS EN EVIDENCIAS]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO ESPECIAL]]></kwd>
<kwd lng="pt"><![CDATA[AUTISMO]]></kwd>
<kwd lng="pt"><![CDATA[PRÁTICAS BASEADAS EM EVIDÊNCIAS]]></kwd>
</kwd-group>
</article-meta>
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