<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362014000200006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Gestão pública da educação especial e formalismo nas políticas públicas inclusivas- o caso do Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Américo]]></surname>
<given-names><![CDATA[Bruno Luiz]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carniel]]></surname>
<given-names><![CDATA[Fagner]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Takahashi]]></surname>
<given-names><![CDATA[Adriana Roseli Wünsch]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A06">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A06">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<volume>22</volume>
<numero>83</numero>
<fpage>379</fpage>
<lpage>410</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362014000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362014000200006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362014000200006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A ideia de Educação Inclusiva tem adquirido proeminência no contexto atual. Desse modo, a análise em questão versa sobre a compreensão de como a Educação Inclusiva no Brasil tem sido gerida a partir do Decreto n° 6.571/2008, considerando a perspectiva de análise do formalismo. Duas etapas de pesquisa foram realizadas, sendo a primeira com o conjunto das Secretarias de Educação do Brasil (pesquisa de levantamento) e outra com a Secretaria do Estado do Rio Grande do Norte (estudo de caso). Verificou-se que, apesar da pressão legal para um isomorfismo das práticas dentre as Secretarias, há particularidades dentre elas, justificadas pelos aspectos contextuais e culturais. No caso em específico da Secretaria estudada, foi possível concluir que a prática formalística permite interrogar a eficácia das políticas do “conhecimento oficial” e suas outras formas de narrar não somente a educação especial, mas a própria pluralidade de lógicas e vivências sociais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The idea of inclusive education has gained prominence in the actual context. Thus, this analysis focuses on the understanding of how inclusive education in Brazil has been managed since the Decree-Law n° 6.571/2008, considering the perspective of analysis of the formalism. Two steps were taken, the first with all the Secretaries of Education of Brazil (survey research), and another with the Secretary of Education of Rio Grande do Norte (case study). It was found that, despite the legal pressure on the environment to an isomorphism of practices among Secretaries, there are peculiarities among them. In the specific case study of the Secretary of Education of Rio Grande do Norte, it was concluded that the formalistic practice allows questioning the effectiveness of the policies of “official knowledge”, and its other forms of narrative that regards not only the special education, but the very plurality of logical and social experiences.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[La idea de la educación inclusiva ha ganado importancia en el contexto actual. Por lo tanto, este análisis se centra en la idea de comprender cómo la educación inclusiva en Brasil ha sido manejada desde el Decreto 6.571/2008, teniendo en cuenta la perspectiva de análisis del formalismo. Hecho realizado en dos etapas. La primera parte se desarrolló con todas las Secretarías de Educación de Brasil (investigación de levantamiento) y la segunda, con la Secretaría de Educación de Rio Grande do Norte (estudio de caso). Se verificó que, a pesar de la presión legal dirigida hacia un isomorfismo de prácticas entre las Secretarías, existen peculiaridades en cada una de ellas, debido a aspectos contextuales y culturales. En el caso específico de la Secretaría provincial estudiada, se concluyó que la práctica formalística permite cuestionar la efectividad de las políticas de “conocimiento oficial” y sus otras formas de narrar no sólo la educación especial, sino también la propia pluralidad de lógicas y vivencias sociales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Gestão Pública]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Públicas Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Formalismo]]></kwd>
<kwd lng="en"><![CDATA[Public Management]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Public Policy]]></kwd>
<kwd lng="en"><![CDATA[Formalism]]></kwd>
<kwd lng="es"><![CDATA[Gestión Pública]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Políticas Públicas Inclusivas]]></kwd>
<kwd lng="es"><![CDATA[Formalismo]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Gest&atilde;o  p&uacute;blica da educa&ccedil;&atilde;o especial e formalismo nas pol&iacute;ticas p&uacute;blicas inclusivas&ndash; o  caso do Brasil.</h2> <h3>Special education public management and formalism in  inclusive public policies&ndash; the case of Brazil.</h3> <h3>Gesti&oacute;n  p&uacute;blica de la educaci&oacute;n especial y formalismo en las pol&iacute;ticas p&uacute;blicas  inclusivas- el caso de Brasil.</h3>     <p>&nbsp;</p> <h4>Bruno  Luiz Am&eacute;rico, Fagner Carniel, Adriana Roseli W&uuml;nsch Takahashi</h4> </font>      ]]></body><back>
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