<?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>S1413-65382018000400583</article-id>
<article-id pub-id-type="doi">10.1590/s1413-65382418000500008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Especial e Terapia Ocupacional: Análise de Interfaces a Partir da Produção de Conhecimento]]></article-title>
<article-title xml:lang="en"><![CDATA[Special Education and Occupational Therapy: Analysis of Interfaces From Knowledge Production]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SOUTO]]></surname>
<given-names><![CDATA[Maely Sacramento de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GOMES]]></surname>
<given-names><![CDATA[Ewerlin Bruna Neves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FOLHA]]></surname>
<given-names><![CDATA[Débora Ribeiro da Silva Campos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Pará  ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Pará  ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos Programa de Pós-Graduação em Terapia Ocupacional ]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>24</volume>
<numero>4</numero>
<fpage>583</fpage>
<lpage>600</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382018000400583&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382018000400583&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382018000400583&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo teve como objetivo identificar e analisar como a Terapia Ocupacional tem se vinculado ao campo da Educação Especial no Brasil, a partir da produção de conhecimento no campo. Para tanto, foi realizada uma pesquisa de revisão bibliográfica nos dois periódicos brasileiros indexados de Terapia Ocupacional: a Revista de Terapia Ocupacional da Universidade de São Paulo e os Cadernos Brasileiros de Terapia Ocupacional, a partir da combinação de descritores terapia ocupacional AND educação especial OR inclusão escolar OR educação inclusiva. Os resultados envolveram 18 artigos e contemplaram o horizonte temporal de 2003 a 2017. Foi possível constatar uma estreita vinculação entre a Terapia Ocupacional e a Educação Especial, mais voltada ao favorecimento da inclusão escolar de crianças com deficiências. A atuação de terapeutas ocupacionais nos contextos educacionais mostrou-se com caráter eminentemente colaborativo com professores e demais atores do cotidiano escolar, no intuito de fornecer condições e oportunidades de aprendizado e participação para crianças cujo desempenho escolar seja afetado por situações limitantes ou deficiências. As principais formas de atuação envolvem: prescrição e provimento da Tecnologia Assistiva; adaptações ambientais, de brinquedos e materiais; e formação continuada para professores. É possível concluir que diversas e importantes práticas já vêm sendo realizadas por terapeutas ocupacionais no âmbito educacional e na interface com a Educação Especial, o que ratifica que estes são profissionais aptos para compor as equipes de inclusão educacional. Destaca-se a importância do aumento da inserção desse profissional nos ambientes e nos serviços educacionais, diante de suas relevantes contribuições para o campo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study aimed to identify and analyze how Occupational Therapy has been linked to the field of Special Education in Brazil, from the production of knowledge in the field. For that, a bibliographic review research was carried out in the two Brazilian indexed journals of Occupational Therapy: Revista de Terapia Ocupacional from São Paulo University and Cadernos Brasileiros de Terapia Ocupacional, from the combination of descriptors occupational therapy AND special education OR school inclusion OR inclusive education. The results involved 18 papers from the cutoff period from 2003 to 2017. It was possible to observe a close relation between Occupational Therapy and Special Education, more focused on favoring the inclusion of schoolchildren with disabilities. The work of occupational therapists in the educational context was shown with eminently collaborative character with teachers and other actors of the school routine, in order to provide conditions and opportunities for learning and participation for children whose school performance is affected by limiting situations or disabilities. The main forms of action involve: prescription and provision of Assistive Technology; environmental adaptations of toys and materials; and continuing education for teachers. It is possible to conclude that several important practices have already been carried out by occupational therapists in the educational field and in the interface with Special Education, which ratifies that these professionals are able to compose the educational inclusion teams. It is important to highlight the importance of increasing the insertion of this professional in educational environments and services, given their relevant contributions to the field.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Produção de conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Terapia Ocupacional]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Knowledge production]]></kwd>
<kwd lng="en"><![CDATA[Occupational therapy]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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