<?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>S1413-65382019000400635</article-id>
<article-id pub-id-type="doi">10.1590/s1413-65382519000400007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Desenvolvimento Profissional de Docentes da Educação Especial e o Ensino de Ciências da Natureza para Estudantes Cegos e Baixa Visão]]></article-title>
<article-title xml:lang="en"><![CDATA[The Professional Development of Special Education Teachers and the Teaching of Natural Sciences for Blind and Low-Vision Students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[VOOS]]></surname>
<given-names><![CDATA[Ivani Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GONÇALVES]]></surname>
<given-names><![CDATA[Fábio Peres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianopolis Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFSC PPGECT Departamento de Quimica]]></institution>
<addr-line><![CDATA[Florianopolis Santa Catarina]]></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>635</fpage>
<lpage>654</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382019000400635&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382019000400635&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382019000400635&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Esta pesquisa teve como objetivo analisar como podem se caracterizar potencialidades e limites de um processo formativo envolvendo docentes da Educação Especial, a fim de favorecer reflexões sobre a atuação do educador especial diante do ensino e da aprendizagem de Ciências da Natureza envolvendo estudantes cegos e baixa visão. Para tanto, foi desenvolvido um processo formativo com 17 professores, dos quais dois eram cegos, da área de Educação Especial de uma Rede Municipal de Ensino. A pesquisa de natureza qualitativa teve o corpus da análise constituído por: produções textuais dos professores decorrentes de atividades realizadas no processo formativo; registros em um diário virtual coletivo e textos originados da transcrição de entrevistas semiestruturadas. A análise textual discursiva foi escolhida como procedimento analítico. A partir disso, foi possível averiguar que os docentes da Educação Especial, em parte, reconhecem os limites em sua atuação no que tange o ensino de Ciências da Natureza para estudantes cegos e baixa visão. Com base na categoria circulação intercoletiva, oriunda da epistemologia de Ludwik Fleck, chama-se atenção para a importância de interação dos educadores especiais com diferentes profissionais, que pode ajudá-los a enfrentar os limites de sua atuação relativa ao ensino e à aprendizagem de Ciências da Natureza.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective of this research was to analyze how the potentialities and limits of a formative process involving Special Education teachers can be characterized in order to favor reflections on the performance of these Special Education teachers facing the teaching and learning of Natural Sciences involving blind and low vision students. In order to achieve this goal, we developed a formative process with 17 teachers, 2 of which were blind, who work in the Special Education field in the municipal school system. This qualitative research had as its corpus of analysis: textual productions of the teachers resulting from activities carried out during the formative process; records from a virtual collective diary, and texts originated from transcription of semi-structured interviews. The discursive textual analysis was chosen as the analytical procedure. From the data analysis, it was possible to find out that teachers of Special Education recognize, in parts, the limits of their performance regarding the teaching of Natural Sciences for blind and low vision students. Based on the inter-collective circulation category, derived from Ludwik Fleck's epistemology, attention was drawn to the importance of the interaction between Special Education teachers and different professionals, which might help them face the limits on their performance regarding the teaching and learning of Natural Sciences.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de Ciências]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento profissional]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Science teaching]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
</kwd-group>
</article-meta>
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