<?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>S1413-65382021000100342</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702021v27e0059</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trajetórias de Alunos com Deficiência e as Políticas de Educação Inclusiva: da Educação Básica ao Ensino Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Trajectories of Students with Disabilities and Inclusive Education Policies: From Basic Education to Higher Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GUIMARÃES]]></surname>
<given-names><![CDATA[Maria Cecília Alvim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BORGES]]></surname>
<given-names><![CDATA[Adriana Araújo Pereira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PETTEN]]></surname>
<given-names><![CDATA[Adriana M. Valladão Novais VAN]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerias (UFMG) Faculdade de Educação (FaE) Jornalista. Mestra em Educação]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Doutora em Educação (FaE/UFMG) Professora do Departamento de Administração Escolar (DAE/FaE/UFMG) Pós-Graduação em Educação: Conhecimento e Inclusão Social (FaE/UFMG)]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Doutora em Engenharia Mecânica pela UFMG Professora do Departamento de Terapia Ocupacional da UFMG Terapeuta Ocupacional]]></institution>
<addr-line><![CDATA[Belo Horizonte Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382021000100342&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382021000100342&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382021000100342&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O acesso das pessoas com deficiência à Educação Superior é relativamente recente no Brasil. A partir de 2016, com a inserção desse público na Lei de Cotas, o cenário começou a mudar. Assim sendo, o objetivo deste estudo foi analisar, a partir do Modelo Social da Deficiência, as trajetórias escolares de uma amostra de estudantes cotistas de uma instituição pública de Ensino Superior, antes do ingresso nesse nível de ensino. Após a realização de um questionário enviado a todos os estudantes com deficiência ingressantes por cotas em 2018, foram selecionados entre os respondentes, por meio de sorteio, cinco estudantes (com Deficiência Física, Visual, Auditiva, Intelectual e com Transtorno do Espectro do Autismo) para as entrevistas, que foram realizadas e analisadas a partir da metodologia da História Oral. Para tanto, foi tomado como eixo condutor o possível impacto da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva, de 2008, na trajetória escolar dos estudantes ao longo da Educação Básica até seu ingresso na universidade. As narrativas dos estudantes trouxeram memórias das vivências fora e dentro da escola, com destaque para o apoio da família e de profissionais, que foi decisivo em suas histórias de vida, e para o acesso que tiveram a suportes e a recursos no ambiente escolar. Os resultados demonstraram que, embora os estudantes tivessem dificuldade em nomear de forma direta como a Política de 2008 impactou o seu percurso escolar, a possibilidade de escolarização em escola regular foi um diferencial que permitiu o acesso ao Ensino Superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Access for people with disabilities to Higher Education is relatively recent in Brazil. From 2016, with the inclusion of this public in the Quota Law, the scenario began to change. Thus, the objective of this study was to analyze, from the Social Model of Disability, the school trajectories of a sample of quota students from a public institution of Higher Education, before entering this level of education. After conducting a questionnaire sent to all students with disabilities who entered by quota in 2018, five students (Physical, Visual, Hearing, Intellectual and with Autism Spectrum Disorder) were selected among the respondents to the interviews, which were carried out and analyzed using the Oral History methodology. To this end, the possible impact of the National Policy on Special Education in the Perspective of Inclusive Education, of 2008, was taken as a guiding axis in the school trajectory of students throughout Basic Education until they entered university. The students&#8217; narratives brought memories of the experiences outside and inside the school, with emphasis on the support of family and professionals, which was decisive in their life stories, and the access they had to supports and resources in the school environment. The results showed that, although students had difficulty in naming directly how the 2008 Policy impacted their school career, the possibility of schooling in a regular school was a differential that allowed access to Higher Education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Trajetórias escolares]]></kwd>
<kwd lng="pt"><![CDATA[Estudos sobre deficiência em Educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[School trajectories]]></kwd>
<kwd lng="en"><![CDATA[Studies on disability in Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
</kwd-group>
</article-meta>
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<publisher-name><![CDATA[Edições Silabo]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
