<?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>S1413-65382015000400367</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382115000400004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[ESTRAT&#201;GIAS PEDAG&#211;GICAS EMPREGADAS POR PROFESSORES DE EDUCA&#199;&#195;O ESPECIAL AOS SEUS ALUNOS COM DEFICI&#202;NCIA INTELECTUAL SEVERA: UM ESTUDO DESCRITIVO DA PR&#193;TICA DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[PEDAGOGICAL STRATEGIES USED BY SPECIAL EDUCATION TEACHERS WITH STUDENTS WITH SEVERE INTELLECTUAL DISABILITIES: A DESCRIPTIVE STUDY OF TEACHING PRACTICE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARAMORI]]></surname>
<given-names><![CDATA[Patricia Moralis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DALL'ACQUA]]></surname>
<given-names><![CDATA[Maria Júlia Canazza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Araraquara SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Araraquara SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2015</year>
</pub-date>
<volume>21</volume>
<numero>4</numero>
<fpage>367</fpage>
<lpage>378</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382015000400367&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382015000400367&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382015000400367&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esta pesquisa aborda a tem&#225;tica da educa&#231;&#227;o de indiv&#237;duos com defici&#234;ncia intelectual severa a partir das estrat&#233;gias pedag&#243;gicas utilizadas por professoras de Educa&#231;&#227;o Especial. Justifica-se por abordar o processo educacional de uma popula&#231;&#227;o pouco investigada, al&#233;m de unir dois eixos de discuss&#227;o de forma inovadora: a Teoria da Modificabilidade Cognitiva Estrutural (MCE) de Reuven Feuerstein e a educa&#231;&#227;o de alunos severamente prejudicados. Segundo essa Teoria, o professor atua como mediador, interpondo-se entre os est&#237;mulos do ambiente e o aluno. Seu objetivo pauta-se na descri&#231;&#227;o e an&#225;lise da implementa&#231;&#227;o do processo educacional de alunos com defici&#234;ncia intelectual severa, enfocando as estrat&#233;gias pedag&#243;gicas de professoras de Educa&#231;&#227;o Especial na cidade de Araraquara. Os procedimentos iniciais indicam o estabelecimento dos perfis das professoras, seu mapeamento e localiza&#231;&#227;o. Definidos os participantes, a coleta dos dados se deu por meio de tr&#234;s instrumentos: entrevista semiestruturada realizada com as professoras e observa&#231;&#227;o, registrada em protocolo e em di&#225;rio de campo. Os dados foram analisados qualitativamente a fim de permitir a extra&#231;&#227;o de detalhes do cotidiano observado. Os resultados apresentam uma descri&#231;&#227;o do trabalho das quatro professoras participantes, evidenciando suas opini&#245;es sobre suas pr&#225;ticas, al&#233;m de arrolar as estrat&#233;gias pedag&#243;gicas utilizadas. Oferece-se como conclus&#227;o a identifica&#231;&#227;o de estrat&#233;gias pedag&#243;gicas que se relacionam com os crit&#233;rios que regem a media&#231;&#227;o. Isso mostra que &#233; poss&#237;vel associar as id&#233;ias de Feuerstein &#224;s pr&#225;ticas pedag&#243;gicas voltadas aos alunos com defici&#234;ncia intelectual severa, j&#225; que determinados procedimentos empregados demonstram trazer em seu cerne alguns preceitos essenciais &#224; media&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This research addresses the thematic of education for individuals with severe intellectual disabilities from the pedagogical strategies used by Special Education teachers. The study is justified as it addresses the educational process of a scarcely investigated population, as well as because it combines two axes of discussion in an innovative way: Theory of Structural Cognitive Modifiability (SCM) developed by Reuven Feuerstein, and the education of severely impaired students. According this theory, the teacher acts as a mediator between the stimuli of the environment and the student. The objective is based on the description and analysis of educational process implementation of students with severe intellectual disabilities, focusing on the pedagogical strategies used by Special Education teachers in the city of Araraquara. The initial procedures included establishing the teachers' profiles, mapping and location. Once the participants were defined, data collection was carried out using three instruments: semi-structured interviews with teachers, observation recorded in protocol and in a daily logbook. Data analysis was performed qualitatively in order to allow the extraction of details from the observed routine. Results provide a description of the four participating teachers' work, revealing their views on their own practices, in addition to identifying their pedagogical strategies. As conclusion, we identify, among their actions, which ones may be related to the criteria of mediation. This study shows that associating Feuerstein's ideas to teaching practices used with students with severe intellectual disabilities is possible, as certain procedures used by the observed teachers, bring essential requirements for mediation.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias Pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Prática Docente]]></kwd>
<kwd lng="pt"><![CDATA[Mediação Pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Strategies]]></kwd>
<kwd lng="en"><![CDATA[Educational Practice]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Mediation]]></kwd>
</kwd-group>
</article-meta>
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