<?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>S0100-15742023000100402</article-id>
<article-id pub-id-type="doi">10.1590/1980531410084</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EDUCAÇÃO INCLUSIVA: DIFERENÇAS ENTRE ACESSO, ACESSIBILIDADE E INCLUSÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[INCLUSIVE EDUCATION: DIFFERENCES AMONG ACCESS, ACCESSIBILITY AND INCLUSION]]></article-title>
<article-title xml:lang="es"><![CDATA[EDUCACIÓN INCLUSIVA: DIFERENCIAS ENTRE ACCESO, ACCESIBILIDAD E INCLUSIÓN]]></article-title>
<article-title xml:lang="fr"><![CDATA[ÉDUCATION INCLUSIVE: DIFFÉRENCES ENTRE ACCÈS, ACCESSIBILITÉ ET INCLUSION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Marcos Cezar de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo (Unifesp)  ]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>53</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742023000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742023000100402&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742023000100402&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste artigo é diferenciar acesso, acessibilidade e inclusão, partindo do pressuposto de que tais categorias têm sido utilizadas como se fossem sinônimas na escolarização de pessoas com deficiência. A construção dessa sinonímia é analisada e criticada. Para demonstrar as diferenças epistemológicas, pedagógicas e políticas dessas categorias que são estruturantes da educação especial na perspectiva da educação inclusiva, metodologicamente foram recuperadas as propostas de design universal, analisando-as com a contribuição de autores brasileiros e estrangeiros. Nos diferentes modos de interpretar o uso do design, a especificidade da inclusão emerge como potência política. A conclusão é que, na singularidade da inclusão, reside a possibilidade de projetar a escola como ecossistema inclusivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present article aims to distinguish among access, accessibility, and inclusion, based on the assumption that these categories have been used as if they were synonymous in the schooling of people with disabilities. The construction of this synonymy is analyzed and discussed critically. To demonstrate the epistemological, pedagogical and political differences among these categories that are structural to special education, from the perspective of inclusive education, the proposals of universal design were methodologically recovered and analyzed with the contribution of Brazilian and foreign authors. In the different ways of interpreting the use of design, the specificity of inclusion emerges as political power. It was concluded that the possibility of designing the school as an inclusive ecosystem lies in the uniqueness of inclusion.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este artículo es diferenciar acceso, accesibilidad e inclusión, partiendo del supuesto de que estas categorías han sido utilizadas como sinónimos en la educación de personas con discapacidad. La construcción de esta sinonimia es analizada y criticada. Para demostrar las diferencias epistemológicas, pedagógicas y políticas de esas categorías que son estructuras de la educación especial en la perspectiva de la educación inclusiva, metodológicamente fueron recuperadas las propuestas del diseño universal, analizándolas con la contribución de autores brasileños y extranjeros. En diferentes formas de interpretar el uso del diseño, la especificidad de la inclusión emerge como una potencia política. La conclusión fue que, en la singularidad de la inclusión, radica la posibilidad de proyectar la escuela como un ecosistema inclusivo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé L&#8217;objectif de cet article est de différencier les notions d&#8217;accès, d&#8217;accessibilité et d&#8217;inclusion, dans l&#8217;hypothèse que ces catégories ont été employées comme synonymes dans la scolarisation des personnes handicapées. Ce travail analyse et critique la construction d&#8217;une telle synonymie. Pour démontrer les différences d&#8217;ordre épistémologique, pédagogique et politique de ces catégories qui structurent l&#8217;éducation spéciale dans une perspective d&#8217;éducation inclusive, la méthodologie utilisée reprend les propositions de design universel en les analysant à la lumière d&#8217;auteurs brésiliens et étrangers. Parmi les différentes interprétations de ce que recouvre le design, la spécificité de l&#8217;inclusion se manifeste comme pouvoir politique. La conclusion indique que c&#8217;est bien dans la singularité de l&#8217;inclusion que réside la possibilité de concevoir l&#8217;école en tant qu&#8217;écosystème inclusif.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ACESSO]]></kwd>
<kwd lng="pt"><![CDATA[ACESSIBILIDADE]]></kwd>
<kwd lng="pt"><![CDATA[INCLUSÃO]]></kwd>
<kwd lng="pt"><![CDATA[DESIGN UNIVERSAL]]></kwd>
<kwd lng="en"><![CDATA[ACCESS]]></kwd>
<kwd lng="en"><![CDATA[ACCESSIBILITY]]></kwd>
<kwd lng="en"><![CDATA[INCLUSION]]></kwd>
<kwd lng="en"><![CDATA[UNIVERSAL DESIGN]]></kwd>
<kwd lng="es"><![CDATA[ACCESO]]></kwd>
<kwd lng="es"><![CDATA[ACCESIBILIDAD]]></kwd>
<kwd lng="es"><![CDATA[INCLUSIÓN]]></kwd>
<kwd lng="es"><![CDATA[DISEÑO UNIVERSAL]]></kwd>
<kwd lng="fr"><![CDATA[ACCÈS]]></kwd>
<kwd lng="fr"><![CDATA[ACCESSIBILITÉ]]></kwd>
<kwd lng="fr"><![CDATA[INCLUSION]]></kwd>
<kwd lng="fr"><![CDATA[DESIGN UNIVERSEL]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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