<?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>S1413-65382017000100009</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382317000100002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desenvolvimento Ps&#237;quico e Elabora&#231;&#227;o Conceitual por Alunos com Defici&#234;ncia Intelectual na Educa&#231;&#227;o Escolar1]]></article-title>
<article-title xml:lang="en"><![CDATA[Psychic Development and Conceptual Elaboration by Students with Intellectual Disability in School Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PADILHA]]></surname>
<given-names><![CDATA[Anna Maria Lunardi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Metodista de Piracicaba Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Piracicaba SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>9</fpage>
<lpage>20</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382017000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382017000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382017000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: considerando que o desenvolvimento humano &#233; passagem do ser biol&#243;gico ao ser cultural e que s&#227;o as condi&#231;&#245;es de exist&#234;ncia, criadas pelos homens, ao longo da hist&#243;ria de cada povo, que promovem o desenvolvimento das fun&#231;&#245;es propriamente humanas, neste texto pretende-se dar destaque &#224; elabora&#231;&#227;o conceitual, pr&#243;pria da educa&#231;&#227;o escolar, pelos alunos com defici&#234;ncia intelectual. O percurso da reflex&#227;o segue trazendo, primeiramente, as bases te&#243;ricas da Psicologia Hist&#243;rico-Cultural para a compreens&#227;o das leis gerais que regem o desenvolvimento cultural das pessoas. Em seguida, desenvolvem-se argumentos acerca das fun&#231;&#245;es psicol&#243;gicas superiores ou culturais e a elabora&#231;&#227;o conceitual como condi&#231;&#227;o e caminho desse desenvolvimento. Na terceira parte, apresenta-se a media&#231;&#227;o entre os fundamentos da Psicologia Hist&#243;rico-Cultural e a educa&#231;&#227;o escolar realizada pela Pedagogia Hist&#243;rico-Cr&#237;tica. Conclui-se abordando as pr&#225;ticas pedag&#243;gicas e as possibilidades que se abrem para a educa&#231;&#227;o das pessoas com defici&#234;ncia, uma vez que, por meio delas, se d&#234; a significa&#231;&#227;o do mundo e de si, elevando e transformando, portanto, os conhecimentos cotidianos em dire&#231;&#227;o &#224; apropria&#231;&#227;o dos conceitos cient&#237;ficos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Considering that human development is the passage of the biological being to the cultural being and that the conditions of existence, created by men, throughout the history of each people, that promote the development of properly human functions, in this text, we intend to highlight the conceptual elaboration, proper of school education, by students with intellectual disability. The course of reflection brings, firstly, the theoretical basis of Historic-Cultural Psychology to the comprehension of general laws that rule the cultural development of people. Afterwards, we develop arguments about the superior psychological or cultural functions and the conceptual elaboration as a condition and path to this development. On the third part, we present the mediation between the underpinnings of Historic-Cultural Psychology and scholar education performed by Historic-Critic Pedagogy. We concluded by approaching the pedagogic practices and the possibilities that they open to education of people with disabilities once that, by them, it is given meaning to the world and oneself, elevating and transforming, therefore, the quotidian knowledge towards the appropriation of scientific knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Elaboração Conceitual]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência Intelectual]]></kwd>
<kwd lng="en"><![CDATA[Especial Education]]></kwd>
<kwd lng="en"><![CDATA[School Education]]></kwd>
<kwd lng="en"><![CDATA[Conceptual Education]]></kwd>
<kwd lng="en"><![CDATA[Intellectual Disability]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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