<?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>S1413-65382019000400535</article-id>
<article-id pub-id-type="doi">10.1590/s1413-65382519000400001</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Tem um Estudante Autista na minha Turma! E Agora? O Diário Reflexivo Promovendo a Sustentabilidade Profissional no Desenvolvimento de Oportunidades Pedagógicas para Inclusão]]></article-title>
<article-title xml:lang="en"><![CDATA[There is an Autistic Student in my Class! Now What? The Reflexive Journal Promoting Professional Sustainability in the Development of Pedagogical Opportunities for Inclusion]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FISCHER]]></surname>
<given-names><![CDATA[Marta Luciane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná Programa de Pós-Graduação em Bioética ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>4</numero>
<fpage>535</fpage>
<lpage>552</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382019000400535&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382019000400535&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382019000400535&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O Ensino Superior tem ultrapassado as barreiras da inclusão de modo a vislumbrar a formação de profissionais autônomos e preparados para as profissões do futuro. Considerando o emprego do diário reflexivo na prática e na pesquisa em educação, questiona-se, neste artigo, sua efetividade na confluência das demandas do ensino por competência, exercício de metodologias ativas e inclusão promovidos pela sustentabilidade profissional de um docente sem formação em Educação Especial. O objetivo foi avaliar, por meio da análise sistemática de conteúdo, três práticas pedagógicas registradas conforme premissas e argumentos práticos no ensino com (Ciências Biológicas) e sem (Psicologia) estudantes autistas. A intervenção foi norteada pela implementação de metodologias ativas durante o semestre letivo. Os resultados indicam a efetividade da técnica, pois a identificação do problema, a reflexão e a tomada de decisão apresentaram efeitos no desempenho do professor, transpassando o desenvolvimento de competências no estudante com necessidade educacional especial, sensibilizando-o para a superação de limitações também de estudantes neurotípicos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Higher Education has overcome the barriers of inclusion by envisioning the training of self-employed professionals prepared for the professions of the future. Considering the use of the reflexive journal technique in education, its effectiveness in the confluence of the demands of teaching for competence, exercise of active methodologies and inclusion promoted by the professional sustainability of a professor without special education training is questioned in this paper. The objective was to evaluate, through the systematic content analysis, three pedagogical practices recorded according to premises and practical arguments in teaching with (Biological Sciences) and without (Psychology) autistic students. The intervention was guided by the implementation of active methodologies during the school semester. The results indicate the effectiveness of the technique, since the identification of the problem, reflection and decision making had effects on the performance of the professor, crossing the development of skills in students with special educational needs, sensitizing them to overcome limitations also of neurotypic students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Métodos de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[Ensino para competência]]></kwd>
<kwd lng="pt"><![CDATA[Estratégia para autoformação]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão educacional]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[Learning methods]]></kwd>
<kwd lng="en"><![CDATA[Teaching for competence]]></kwd>
<kwd lng="en"><![CDATA[Strategy for self-training]]></kwd>
<kwd lng="en"><![CDATA[Educational Inclusion]]></kwd>
</kwd-group>
</article-meta>
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