<?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>S1413-65382017000100081</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382317000100007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tecnologia Assistiva: Concep&#231;&#245;es de Professores e as Problematiza&#231;&#245;es Geradas pela Imprecis&#227;o Conceitual1]]></article-title>
<article-title xml:lang="en"><![CDATA[Assistive Technology: Teachers Concepts and Problematizations Caused by Conceptual Inaccuracy]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BORGES]]></surname>
<given-names><![CDATA[Wanessa Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[TARTUCI]]></surname>
<given-names><![CDATA[Dulcéria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Secretaria de Educação  ]]></institution>
<addr-line><![CDATA[Catalão GO]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Goiás Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Catalão GO]]></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>81</fpage>
<lpage>96</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382017000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382017000100081&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382017000100081&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: a incipi&#234;ncia do conceito de Tecnologia Assistiva adotado no Brasil t&#234;m permitido interpreta&#231;&#245;es diversificadas sobre o que se configura ou n&#227;o como pertencente a esta &#225;rea do conhecimento. Durante uma pesquisa de mestrado, que visava compreender as concep&#231;&#245;es e pr&#225;ticas de professores de atendimento educacional especializado sobre Tecnologia Assistiva, verificou-se, dentre outros resultados, fragilidades em rela&#231;&#227;o ao conceito. Assim, este artigo objetiva compreender e analisar as concep&#231;&#245;es de Tecnologia Assistiva de professores de atendimento educacional especializado, al&#233;m de discutir as problematiza&#231;&#245;es geradas pela incipi&#234;ncia do conceito. Foi utilizada a pesquisa colaborativa que busca aproximar conhecimentos acad&#234;micos e pr&#225;tica docente, gerando produ&#231;&#227;o cient&#237;fica e forma&#231;&#227;o de professores. Participaram da pesquisa professores de atendimento educacional especializado de salas de recursos multifuncionais e centros de atendimento educacional especializado. A coleta de dados se deu por meio de entrevistas coletivas semiestruturadas, e os dados foram organizados e categorizados para an&#225;lise. Os resultados demonstram que, por meio da pesquisa colaborativa, foi poss&#237;vel promover forma&#231;&#227;o b&#225;sica aos professores, e, atrav&#233;s deste consequente empoderamento, notou-se o despertar dos processos reflexivos nas docentes, de modo a lev&#225;-las a discutirem e problematizarem quest&#245;es relativas a incipi&#234;ncia do conceito de Tecnologia Assistiva adotado no Brasil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The incipience of the concept Assistive Technology adopted in Brazil has allowed diverse interpretations on what belongs or not to this area of knowledge. During a master's degree research aimed at understanding the conceptions and practices of Special Education service teachers on Assistive Technology, it was verified that, among other results, there were inaccuracies in relation to the concept. Therefore, this article aims to understand and analyze the conceptions of Assistive Technology by Special Education service teachers, in addition to discussing the problematizations caused by the incipience of the concept. The study used collaborative research, which tries to bring together academic knowledge and teaching practice, generating scientific production and teacher training. This research included: Special Education services teachers from multifunctional resource classrooms and Special Education service centers. Data collection was carried out through semi-structured collective interviews, and the results were organized and categorized for analysis. The results showed that, through collaborative research, it was possible to promote basic training for teachers, and, through this consequent empowerment, the interest in reflexive processes was observed, and caused them to discuss and problematize questions related to the incipience of the concept of Assistive Technology adopted in Brazil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Assistiva]]></kwd>
<kwd lng="pt"><![CDATA[Atendimento Educacional Especializado]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Assistive Technology]]></kwd>
<kwd lng="en"><![CDATA[Special Education Services]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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