<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65381999000100002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Crianças com necessidades educativas especiais, política educacional e a formação de professores: generalistas ou especialistas?]]></article-title>
<article-title xml:lang="en"><![CDATA[Generalists or specialists? Teacher´s formation and Special Educational needs]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bueno]]></surname>
<given-names><![CDATA[José Geraldo Silveira]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A02">
<institution><![CDATA[,PUC/ SP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>1999</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>1999</year>
</pub-date>
<volume>03</volume>
<numero>05</numero>
<fpage>07</fpage>
<lpage>25</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65381999000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65381999000100002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65381999000100002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho, a partir dos princípios da Declaração de Salamanca, oriunda da Conferência Mundial de Educação Especial (1994), procura desenvolver reflexão crítica sobre a formação de professores e as políticas de inclusão de crianças com necessidades educativas especiais no ensino regular, na busca de resposta entre a formação de professores generalistas ou professores especialistas. Para tanto, analisa, primeiramente, as novas exigências impostas pela educação inclusiva, em termos de políticas educacionais e suas conseqüências tanto para a educação regular quanto para a educação inclusiva em relação à formação docente, com destaque para a formação do professor especializado. Conclui por considerar que a dicotomia entre especialista e generalista se constitui em falsa questão, na medida em que a educação inclusiva exige que o professor do ensino regular adquira algum tipo de especialização para fazer frente a uma população que possui características peculiares, ao mesmo tempo em que o professor de educação especial amplie suas perspectivas, tradicionalmente centradas nessas características.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Considering the principles of the Salamanca Declaranon, issued in the World Conference of Special Education of 1994, this paper attempts do present a critical reflection about the relationship between teachers´ formation and policies for the inclusion of children with special education needs in regular schools, within the discussion of the question relative to generalist and specialist teachers. With such purpose, it analyses firstly the new demands posed by inclusive education, in terms of educational policies and their consequences for regular as well as special education. This analysis is followed by a critical discussion of the repercussions of inclusive education for teachers´ formation, with emphasis on the specialized teacher. As a conclusion, it is suggested that the dichotomy between specialist and generalist constitutes a mistaken issue, since inclusive education assume that the regular school teachers have to acquire some type of specialization in order to face a population that presents peculiar characteristics, while the special school teachers have to expand their perspectives, traditionally centered on those characteristics.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="en"><![CDATA[Teachers´ Formation]]></kwd>
<kwd lng="en"><![CDATA[Educational Politics]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif">  <h2>Crian&ccedil;as com   necessidades educativas especiais, pol&iacute;tica educacional e a forma&ccedil;&atilde;o de   professores: generalistas ou especialistas?</h2> <h3>Generalists or   specialists? eacher&acute;s formation and special educational   needs.</h3>     <p>&nbsp;</p> <h4>Jos&eacute; Geraldo Silveira Bueno</h4>     <p>&nbsp;</p>     <p>&nbsp;</p> <h2>&nbsp;</h2> </font>      ]]></body>
</article>
