<?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>S1413-65382015000100039</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382115000100004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Possibilidades da Tutoria de Pares para Estudantes com Deficiência Visual no Ensino Técnico e Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Possibilities of Peer Tutoring for Students with Visual Impairment in Technical and Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FERNANDES]]></surname>
<given-names><![CDATA[Woquiton Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[COSTA]]></surname>
<given-names><![CDATA[Carolina Severino Lopes da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos Centro de Educação e Ciências Humanas ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Psicologia ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>39</fpage>
<lpage>56</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382015000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382015000100039&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382015000100039&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[a inclus&#227;o escolar pode trazer benef&#237;cios incontest&#225;veis para o desenvolvimento da pessoa com defici&#234;ncia, desde que sejam realizadas adequa&#231;&#245;es e adapta&#231;&#245;es na din&#226;mica escolar e nas propostas pedag&#243;gicas a fim de atender as necessidades educacionais dos mesmos. Estudos sobre teorias e pr&#225;ticas que contribuam para uma educa&#231;&#227;o inclusiva e de maior qualidade passaram a ser o desafio dos pesquisadores e profissionais da &#225;rea. Desse modo, esse estudo objetivou analisar e descrever a percep&#231;&#227;o de estudantes com defici&#234;ncia visual e sem defici&#234;ncia (tutores) sobre a atividade de tutoria de pares. A pesquisa ocorreu em um Instituto Federal de Educa&#231;&#227;o, Ci&#234;ncia e Tecnologia do interior do Nordeste Brasileiro. Participaram do estudo sete estudantes com defici&#234;ncia visual na condi&#231;&#227;o de tutorados, seis na fun&#231;&#227;o de tutores e a coordenadora respons&#225;vel pelas tutorias. Para a coleta de dados foi utilizado um roteiro de entrevista semiestruturada, vers&#245;es para tutor, tutorado e coordena&#231;&#227;o. Os dados foram analisados por meio da categoriza&#231;&#227;o tem&#225;tica da an&#225;lise de conte&#250;do com a utiliza&#231;&#227;o do software Atlas-Ti. Os resultados mostraram que as d&#237;ades tutor-tutorado, na condi&#231;&#227;o de colegas de mesma classe, apresentaram um maior grau de satisfa&#231;&#227;o com rela&#231;&#227;o &#224; tutoria, tanto na vis&#227;o dos tutorados, quanto na concep&#231;&#227;o dos pr&#243;prios tutores. Concluiu-se, de acordo com os resultados, que a tutoria de pares se configura como uma estrat&#233;gia promissora para dar apoio a inclus&#227;o de estudantes com defici&#234;ncia visual no ensino t&#233;cnico e superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[School inclusion can bring indisputable benefits for the development of people with disability, provided that adjustments and adaptations are conducted in the school dynamics and pedagogical proposals to meet their educational needs. Researchers and practitioners in the field are facing the challenge of studying theories and practices that contribute to inclusive education and that aim to improve the quality of such education. Thus, this study aimed to analyze and describe the perception of students with visual disabilities and without disabilities (tutors) regarding the activities carried out as mentoring pairs. The study took place in a Federal Institute of Education, Science and Technology in the interior of Northeastern Brazil. Participants were seven students with visual impairments who were to be tutored, six in the role of tutors and the supervisor responsible for tutoring. For data collection, a semi-structured interview was used, with versions for the persons being tutored, the tutors and the supervisor. Data were analyzed using thematic categorization of content analysis using the software Atlas-Ti. The results showed that the tutor - tutored dyads who were classmates presented the highest degree of satisfaction regarding the mentoring relationship, both in view of those being tutored and those doing the tutoring. According to the results, we concluded that peer tutoring pairs can be a promising strategy for providing support for including students with visual impairments in technical and higher education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Ensino por Tutoria]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Visual]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Técnico]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Teaching byTutors]]></kwd>
<kwd lng="en"><![CDATA[Visual Impairment]]></kwd>
<kwd lng="en"><![CDATA[Technical Education]]></kwd>
<kwd lng="en"><![CDATA[HigherEducation]]></kwd>
</kwd-group>
</article-meta>
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