<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602017000700209</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.50516</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclusão e deficiência intelectual: escola especial e comum sob a óptica dos próprios alunos]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusion and intellectual disability: special and common schools under the point of view of students themselves]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Maturana]]></surname>
<given-names><![CDATA[Ana Paula Pacheco Moraes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Enicéia Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>33</volume>
<numero>66</numero>
<fpage>209</fpage>
<lpage>226</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602017000700209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602017000700209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602017000700209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Considerando que, sob o estandarte da inclus&#227;o, transfer&#234;ncias escolares entre escola especial e comum v&#234;m ocorrendo em todo o territ&#243;rio nacional, faz-se necess&#225;rio investigar como os alunos p&#250;blicos dessas percebem esse processo, uma vez que a literatura alerta sobre a aus&#234;ncia da participa&#231;&#227;o do aluno sobre as decis&#245;es a respeito de sua escolariza&#231;&#227;o. O estudo tem por objetivo investigar a concep&#231;&#227;o dos alunos com defici&#234;ncia intelectual (DI) sobre a escola especial e a escola regular, tendo como cen&#225;rio suas transfer&#234;ncias escolares: da escola especial para a escola comum ou vice-versa. Trata-se de uma pesquisa descritiva com delineamento de m&#250;ltiplos casos que envolveu o estudo de cinco casos de alunos com DI que foram transferidos. Os instrumentos utilizados para coleta de dados foram o Procedimento Desenho-Est&#243;ria com os alunos e complementarmente entrevistas com familiares. A an&#225;lise dos dados permitiu identificar que os alunos atribu&#237;ram &#224; escola especial o papel de acolhimento e cuidado e, para a escola comum, um local de aprendizagem e conhecimento, ficando claro que para esses existem duas formas distintas de escolariza&#231;&#227;o, cada uma com seus pr&#243;s e contras. A an&#225;lise dos resultados evidencia que o estudo alcan&#231;ou seus objetivos e trouxe implica&#231;&#245;es pr&#225;ticas, pol&#237;ticas e cient&#237;ficas relacionadas &#224; escolariza&#231;&#227;o do aluno com DI, principalmente ao dar voz ao pr&#243;prio aluno alvo da transfer&#234;ncia escolar, no caso, o aluno com DI.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Considering that under the banner of inclusion school transfers between special and common schools have been taking place throughout national territory, it is necessary to investigate how the public students of these schools perceive this process, since the literature warns about the absence of student participation on the decisions about their schooling process. This work aimed to investigate the thoughts of students with intellectual disabilities (ID) on special and regular schools, taking their school transfers as a scenario, be this transfer from the special to the common school or vice versa. It is a descriptive research with multiple case design that involved the study of five cases of ID students who were transferred. The instruments used for data collection were the Drawing-and-Story procedure with the students and complementary interviews with family members. The analysis of the data allowed us to identify that the students assigned to the special school the role of reception and care, and to the common school a place of learning and knowledge, with awareness that these are two distinct forms of schooling, each with its pros and cons. The analysis of the results shows that the study reached its objectives and brought practical, political and scientific implications related to the schooling of the students with ID, especially when giving voice to the target of the school transfer.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[Alunos]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão.]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Intellectual disability]]></kwd>
<kwd lng="en"><![CDATA[Inclusion.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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