<?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>S1413-65382008000100005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Psicologia e inclusão: aspectos subjetivos de um aluno portador de deficiência mental]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Claudia]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonzalez Rey]]></surname>
<given-names><![CDATA[Fernando Luis]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A05">
<institution><![CDATA[,Pontifícia Universidade Católica de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2008</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2008</year>
</pub-date>
<volume>14</volume>
<numero>01</numero>
<fpage>63</fpage>
<lpage>74</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382008000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382008000100005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382008000100005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho teve como objetivo explorar a configuração de sentidos de um aluno portador de necessidades especiais mentais acerca do processo de inclusão escolar. Para tanto, foi participante desta pesquisa um aluno adolescente de 16 anos de idade portador de deficiência mental, matriculado na 7ª série do Ensino Fundamental da Rede Regular. Como recursos para coleta de informações o delineamento de estudo de caso mostrou-se adequado, priorizando-se os sistemas conversacionais firmados com o aluno durante sete meses. As informações obtidas foram elencadas em categorias de indicadores significativos. Pôde ser constatado que uma das maiores barreiras a ser transposta pelo aluno no processo de inclusão escolar diz respeito à organização simbólica da própria instituição escolar, que atrelada aos padrões massificadores do desenvolvimento humano, vem a se estruturar muito mais como uma prática social e compensatória do que formadora ao aluno, ao dimensionar sua diferenciação e não considerar adequadamente sua singularidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article explored the configuration of a student with mental disability's feelings during the process of school inclusion. To achieve this objective, a sixteen-year-old student with mental disability who was enrolled in the seventh grade of a public elementary school participated in this research study. The delineation of the case study was deemed adequate as a resource for collecting information. The main research procedures were conversation sessions with the student undertaken during the seven months of investigation. The information collected was listed by categories of significant indicators. The study showed that one of the greatest barriers to be overcome in this process referred to the symbolic organization of the school, which, along with the generalizing patterns of human development, comes to structure itself much more as a social and compensatory practice than one that fostered the student's preparation. This organization focuses on how different the student is, instead of appreciating his uniqueness.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Subjetividade]]></kwd>
<kwd lng="pt"><![CDATA[Necessidades Especiais]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="en"><![CDATA[Subjectivity]]></kwd>
<kwd lng="en"><![CDATA[Special Needs]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Psicologia e inclus&atilde;o: aspectos subjetivos de um aluno  portador de defici&ecirc;ncia mental.</h2> <h3>Psychology and school  inclusion: subjective aspects of a student with mental disability.</h3>     <p>&nbsp;</p> <h4>Claudia GomesI; Fernando Luis Gonzalez Rey    <br> </h4> </font>      ]]></body>
</article>
