<?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>S1413-65382014000400541</article-id>
<article-id pub-id-type="doi">/10.1590/S1413-65382014000400006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Concepções de professores da educação especial (APAEs) sobre a aprendizagem e desenvolvimento do aluno com deficiência intelectual: um estudo a partir da teoria vigotskiana]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers' conceptions of special education (APAEs) on learning and development of students with intellectual disabilities: a study based on Vygotsky]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leonel]]></surname>
<given-names><![CDATA[Waléria Henrique dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leonardo]]></surname>
<given-names><![CDATA[Nilza Sanches Tessaro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá Programa de Pós-Graduação em Psicologia ]]></institution>
<addr-line><![CDATA[Maringá Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>20</volume>
<numero>4</numero>
<fpage>541</fpage>
<lpage>554</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382014000400541&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382014000400541&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382014000400541&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente estudo teve por objetivo identificar concep&#231;&#245;es de professores que atuam na educa&#231;&#227;o especial sobre a aprendizagem e desenvolvimento de alunos com defici&#234;ncia intelectual, buscando averiguar como estes compreendem esse processo, bem como suas percep&#231;&#245;es sobre o papel da media&#231;&#227;o na aprendizagem. Foi desenvolvido em duas escolas de Educa&#231;&#227;o B&#225;sica na modalidade de Educa&#231;&#227;o Especial para deficiente intelectual (Associa&#231;&#227;o de pais e amigos dos excepcionais) localizadas no Interior do Estado do Paran&#225;. O estudo contou com a participa&#231;&#227;o de oito professoras das s&#233;ries iniciais do Ensino Fundamental, sendo quatro de cada escola. Os dados foram coletados mediante a t&#233;cnica de entrevista semiestruturada. Estes foram analisados a partir da an&#225;lise de conte&#250;do. Os principais resultados permitiram compreender que para as participantes da pesquisa a aprendizagem e desenvolvimento do aluno com defici&#234;ncia ocorre de forma lenta, justificado pela limita&#231;&#227;o deste, e que a media&#231;&#227;o docente n&#227;o &#233; vista como de fundamental import&#226;ncia para o aprendizado e desenvolvimento do mesmo. Estes resultados apontam para o fato destes professores estarem desenvolvendo sua pr&#225;tica pedag&#243;gica ancorada numa vis&#227;o segregacionista do aluno com defici&#234;ncia, com concep&#231;&#245;es reducionistas, enfatizando as limita&#231;&#245;es em detrimento das potencialidades. Dessa forma, &#233; essencial um repensar sobre a defici&#234;ncia e a educa&#231;&#227;o escolar que vem sendo ofertada ao aluno com defici&#234;ncia intelectual.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The present study aimed to identify conceptions of teachers who work in special education about learning and development of students with intellectual disabilities, seeking to ascertain how they comprehend this process, as well as their perceptions about the role of mediation in learning. The study was carried out in two Basic Education Special Education modality schools for students with intellectual disability (APAEs - Association of Parents and Friends of the Exceptional) located in the interior of the State of Paran&#225;. The study involved the participation of eight teachers of the lower elementary grades, with four participants from each school. Data were collected using a semi-structured interview technique. The data were analyzed through content analysis. The main results showed that the research participants conceived that learning and development of students with disabilities occurs very slowly, which is to be expected because of their intellectual limitations. Furthermore, they considered that teacher mediation was not essentially significant to the student's learning and development. These results point to the fact that these teachers have developed a practice that is anchored on a segregationist view of students with disabilities, with reductionist conceptions that emphasize limitations at the expense of potential. For this reason, it is critical to rethink disability and schooling that is being offered to students with intellectual disabilities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Mediação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência intelectual]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
<kwd lng="en"><![CDATA[Teaching Mediation]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disability]]></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[FACCI]]></surname>
<given-names><![CDATA[M. G. D.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[A periodização do desenvolvimento psicológico individual na perspectiva de Leontiev, Elkonin e Vigotski.]]></article-title>
<source><![CDATA[Cad. Cedes]]></source>
<year></year>
<volume>24</volume>
<numero>62</numero>
<issue>62</issue>
<page-range>64-81</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
