<?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>0101-7136</journal-id>
<journal-title><![CDATA[Inter-Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Inter Ação]]></abbrev-journal-title>
<issn>0101-7136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Goiás]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0101-71362012000100091</article-id>
<article-id pub-id-type="doi">10.5216/ia.v37i1.18872</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Processos formativos a partir de práticas inclusivas na educação básica]]></article-title>
<article-title xml:lang="en"><![CDATA[Formative processes arising from inclusive practices in basic education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Gilberto Ferreira da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nörnberg]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pacheco]]></surname>
<given-names><![CDATA[Suzana Moreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário La Salle  ]]></institution>
<addr-line><![CDATA[Canoas RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2012</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>91</fpage>
<lpage>112</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0101-71362012000100091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0101-71362012000100091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0101-71362012000100091&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo resulta de uma experi&#234;ncia de pesquisa, com caracter&#237;sticas colaborativas, desenvolvida com um grupo de professores de quatro escolas da rede municipal de ensino de Porto Alegre. Nele, analisamos a g&#234;nese do processo de pesquisa estabelecido entre Universidade e Escola e o desenvolvimento dos encontros de forma&#231;&#227;o e de escrita colaborativa. A partir dos aportes te&#243;rico-metodol&#243;gicos da pesquisa-a&#231;&#227;o, sistematizamos e analisamos o processo de forma&#231;&#227;o continuada e de escrita colaborativa. Da an&#225;lise dos registros escritos pelas professoras &#233; poss&#237;vel afirmar tr&#234;s aspectos que possuem um car&#225;ter inovador das formas de pensar e fazer a doc&#234;ncia na Educa&#231;&#227;o B&#225;sica: a) a pr&#225;tica da Inclus&#227;o desde a experi&#234;ncia cotidiana da doc&#234;ncia compartilhada; b) a forma&#231;&#227;o de professores desde a dimens&#227;o da pesquisa e da autoria escrita; c) a compreens&#227;o de Doc&#234;ncia Compartilhada e de trabalho coletivo na escola como indicadores de inova&#231;&#227;o educativa. Por fim, sustentamos que o movimento de forma&#231;&#227;o continuada, quando realizado em rede, possibilita a melhoria da pr&#225;tica pedag&#243;gica e a qualifica&#231;&#227;o dos processos de inclus&#227;o educativa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article is the result of a research experience, of a collaborative nature, carried out with a group of teachers from four schools in Porto Alegre's municipal school network. The genesis of the research process established between the University and the School and the progress of formation meetings and collaborative writing are analyzed. From the theoretical-methodological contributions of action research, a process of ongoing education and collaborative writing is systematized and evaluated. Out of an analysis of the written records of teachers, three aspects can be highlighted, which have the innovative character of the ways of thinking and teaching in basic education: a) the practice of inclusion from the everyday experience of shared teaching; b) formation of teachers from the perspective of research and written authorship; and, c) the understanding of Shared Teaching and collective work in the school as indicators of educational innovation. Finally, it is argued that the movement of ongoing formation, when conducted in a network, leads to improvements in teaching practice and in the qualification of procedures for educational inclusion.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa-Ação]]></kwd>
<kwd lng="pt"><![CDATA[Docência Compartilhada]]></kwd>
<kwd lng="pt"><![CDATA[Escrita Colaborativa]]></kwd>
<kwd lng="en"><![CDATA[Teacher Formation]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Action Research]]></kwd>
<kwd lng="en"><![CDATA[Shared Teaching]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Writing]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
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<source><![CDATA[]]></source>
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</article>
