<?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>S1413-65382018000500009</article-id>
<article-id pub-id-type="doi">10.1590/s1413-65382418000400002</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Desconstruindo Representações Sociais: por uma Cultura de Colaboração para Inclusão Escolar1]]></article-title>
<article-title xml:lang="en"><![CDATA[Desconstructing Social Representations: for a Collaborative Culture for School Inclusion]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GLAT]]></surname>
<given-names><![CDATA[Rosana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro Faculdade de Educação Programa de Pós-Graduação em Educação e no Curso de Pedagogia]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</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>spe</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=S1413-65382018000500009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382018000500009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382018000500009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: As políticas públicas de inclusão representam um grande desafio para os profissionais da Educação Especial, pois demandam uma ressignificação dessa área como campo de saber e atuação, não mais se restringindo apenas ao atendimento especializado a pessoas com deficiência em espaços restritos como escolas e classes especiais. A Educação Especial contemporânea configura-se como um sistema de recursos que visa, prioritariamente, dar suporte à aprendizagem de alunos com deficiências incluídos em turmas comuns. Para tal, é fundamental o estabelecimento de uma parceria efetiva entre professores especialistas e os do ensino comum. Este texto discute a cultura de colaboração entre os professores sob a perspectiva das representações sociais estereotipadas e a função dos educadores frente à escolarização de alunos com deficiências. Defende-se que as representações docentes precisam ser revistas, em um processo interno de conscientização, para que possam ser estabelecidas práticas colaborativas, que resultem em uma transformação da dinâmica curricular das escolas, garantindo, assim, a inclusão, a participação e a aprendizagem de todos os alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Public policies of inclusion represent a great challenge for Special Education professionals, because they demand a resignification of this area as field of knowledge and practice, no longer restricted to specialized services to people with disabilities in the restricted spaces such as special schools and classrooms. Contemporary Special Education is configured as a resource system that aims, primarily, to give support for learning of students with disabilities included in regular classes. For this, it is fundamental the establishment of an effective partnership between specialized and regular education teachers. This text discusses the collaboration culture among teachers in the perspective of the stereotyped social representations and the educator's role in the schooling of students with disabilities. It is argued that teachers' representations must be revised, in an internal awareness process, so that collaborative practices can be established, which result in a transformation of curriculum dynamic of the schools, thereby ensuring inclusion, participation and learning for all students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão escolar de alunos com deficiências]]></kwd>
<kwd lng="pt"><![CDATA[Representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[Colaboração docente]]></kwd>
<kwd lng="en"><![CDATA[School inclusion of students with disabilities]]></kwd>
<kwd lng="en"><![CDATA[Social representations]]></kwd>
<kwd lng="en"><![CDATA[Teachers' collaboration]]></kwd>
</kwd-group>
</article-meta>
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