<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. em Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352014000200075</article-id>
<article-id pub-id-type="doi">10.5238/2015v49i350005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A didática nos processos escolares inclusivos: entrelaces da memória e do momento pedagógico]]></article-title>
<article-title xml:lang="en"><![CDATA[Didactics in inclusive scholar processes: relationships of memory and of pedagogical moments]]></article-title>
<article-title xml:lang="es"><![CDATA[La didáctica en los procesos escolares inclusivos: entrelazamiento de la memoria y del momento pedagógico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haas]]></surname>
<given-names><![CDATA[Clarissa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tezzari]]></surname>
<given-names><![CDATA[Mauren]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2014</year>
</pub-date>
<volume>49</volume>
<numero>35</numero>
<fpage>75</fpage>
<lpage>98</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352014000200075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352014000200075&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352014000200075&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Trata-se da import&#226;ncia do conhecimento pedag&#243;gico e das rela&#231;&#245;es de tens&#227;o da did&#225;tica concebida simultaneamente como mem&#243;ria e como momento pedag&#243;gico, a partir do pensamento do pesquisador franc&#234;s Phillipe Meirieu. Elegem-se, para an&#225;lise, tr&#234;s cenas que recuperam a hist&#243;ria da educa&#231;&#227;o especial e atualizam as contribui&#231;&#245;es pedag&#243;gicas desenvolvidas por Jean Itard envolvendo a aposta na educabilidade do outro e a compreens&#227;o contempor&#226;nea dos processos escolares inclusivos. Defende-se que uma abordagem inovadora da did&#225;tica requer investimento na conduta pedag&#243;gica docente, por meio da emerg&#234;ncia da necessidade de crit&#233;rios explicativos das redes de saberes-fazeres que comp&#245;em os cotidianos escolares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The present article aims at pointing out the importance of the pedagogical knowledge and the relations of teaching stress formed simultaneously as memory and as pedagogical moments, after the thoughts of French Researcher Philippe Meirieu. Three scenes were chosen for the analysis, where special education history was recovered and the pedagogical contributions developed by Jean Itard involving the wager on other person's educability and the modern comprehension of the inclusive schooling processes. It is defended that an innovative approach of didactics requires investment in staff's pedagogical conduct, on the emergency of explicative criteria needs from the know-how networks that make the everyday school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Se trata de la importancia del conocimiento pedag&#243;gico y de las relaciones de tensi&#243;n de la did&#225;ctica concebida simult&#225;neamente como memoria y como momento pedag&#243;gico, a partir del pensamiento del investigador franc&#233;s Phillipe Merieu. Se eligen, para an&#225;lisis, tres escenas que recuperan la historia de la educaci&#243;n especial y actualizan las contribuciones pedag&#243;gicas desarrolladas por Jean Itard envolviendo la apuesta en la educabilidad del otro y la comprensi&#243;n contempor&#225;nea de los processos escolares inclusivos. Se defiende que un abordaje innovador de la did&#225;ctica requiere invertir en la conducta pedag&#243;gica docente, por medio de la emergencia de la necesidad de criterios explicativos de las redes de saberes y pr&#225;cticas que componen los cotidianos escolares.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Didática]]></kwd>
<kwd lng="pt"><![CDATA[Phillipe Meirieu]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Escolar]]></kwd>
<kwd lng="en"><![CDATA[Didactics]]></kwd>
<kwd lng="en"><![CDATA[Philippe Meirieu]]></kwd>
<kwd lng="en"><![CDATA[School Inclusion]]></kwd>
<kwd lng="es"><![CDATA[Didáctica]]></kwd>
<kwd lng="es"><![CDATA[Phillipe Meirieu]]></kwd>
<kwd lng="es"><![CDATA[Inclusión Escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BAPTISTA]]></surname>
<given-names><![CDATA[Claudio Roberto]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Entrevista Educação Inclusiva. Ponto de Vista.]]></article-title>
<source><![CDATA[Revista Perspectiva]]></source>
<year></year>
<numero>3/4</numero>
<issue>3/4</issue>
<page-range>161-72</page-range><publisher-loc><![CDATA[Florianópolis ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
