<?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>S1413-65382020000300495</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702020v26e0199</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Educação Especial Inclusiva em Contexto de Diversidade Cultural e Linguística: Práticas Pedagógicas e Desafios de Professoras em Escolas de Fronteira]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusive Special Education in a Context of Cultural and Linguistic Diversity: Pedagogical Practices and Challenges for Teachers in Schools on the Borders]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PINTO]]></surname>
<given-names><![CDATA[Raiane Paim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTANA]]></surname>
<given-names><![CDATA[Maria Luzia da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<numero>3</numero>
<fpage>495</fpage>
<lpage>510</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382020000300495&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382020000300495&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382020000300495&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo caracteriza as percepções de professoras em escolas localizadas próximo à faixa de fronteira entre Ponta Porã, no Brasil, e Pedro Juan Caballero, no Paraguai, sobre sua formação e suas práticas pedagógicas com estudantes público-alvo da Educação Especial, na perspectiva da inclusão escolar, em um cenário de diversidade cultural e linguística. Uma pesquisa qualitativa foi realizada com cinco professoras de duas escolas públicas municipais, que responderam a uma entrevista semiestruturada. Os resultados sinalizam avanços, como a construção de materiais pedagógicos pelas professoras, considerando a diversidade cultural e linguística dos estudantes paraguaios, que têm como língua materna o guarani e/ou espanhol. Contudo, as professoras apontaram também dificuldades em razão das barreiras linguísticas, que podem levar os estudantes a uma deficiência secundária. Pesquisas futuras poderão ampliar esses achados, com a investigação da realidade e do cotidiano dos estudantes no ambiente de sala de aula, assim como da relação entre a família dos estudantes paraguaios e a escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper describes the perceptions of teachers in schools located near the border range between Ponta Porã, in Brazil, and Pedro Juan Caballero, in Paraguay, about their training and its pedagogical practices with the target students of Special Education, from the perspective of school inclusion, in a scenario of cultural and linguistic diversity. A qualitative research was carried out with five teachers from two municipal public schools, who responded to a semi-structured interview. The results point to advances, such as the production of teaching materials by the teachers, considering the cultural and linguistic diversity of Paraguayan students, whose mother tongues are Guarani and/or Spanish. However, the teachers also mentioned challenges due to language barriers, which can lead students to a secondary disability. Future research may expand these findings by investigating the reality and daily lives of students in the classroom environment, as well as the relationship between the family of Paraguayan students and the school.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diversidade cultural e linguística]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Escolas de fronteira]]></kwd>
<kwd lng="en"><![CDATA[Cultural and linguistic diversity]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Special Education]]></kwd>
<kwd lng="en"><![CDATA[Schools on the border]]></kwd>
</kwd-group>
</article-meta>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[Wanderley]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Normalidade e patologia em educação especial]]></article-title>
<source><![CDATA[Psicologia: Ciência e Profissão]]></source>
<year>1999</year>
<volume>19</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>2-9</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
