<?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>S1413-65382022000100309</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702022v28e0092</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Atuação do Professor de Educação Especial no Cenário da Pandemia de Covid-19]]></article-title>
<article-title xml:lang="en"><![CDATA[Performance of the Special Education Teacher in the Covid-19 Pandemic Scenario]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ESPER]]></surname>
<given-names><![CDATA[Marcos Venicio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ARAÚJO]]></surname>
<given-names><![CDATA[Jeferson Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Manoel Antônio dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[NASCIMENTO]]></surname>
<given-names><![CDATA[Lucila Castanheira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo (USP) Escola de Enfermagem Programa Interunidades de Doutoramento em Enfermagem]]></institution>
<addr-line><![CDATA[ SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Fronteira Sul (UFFS) cursos de Graduação em Enfermagem e Pós-Graduação Interdisciplinar em Ciências Humanas ]]></institution>
<addr-line><![CDATA[Chapecó Santa Catarina]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo (USP) Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto Departamento de Psicologia e do Programa de Pós-Graduação em Psicologia]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de São Paulo (EERP-USP) Escola de Enfermagem de Ribeirão Preto Departamento de Enfermagem Materno-Infantil e Saúde Pública]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>28</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382022000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382022000100309&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382022000100309&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A atuação qualificada do professor de Educação Especial é condição fundamental para o apoio à inclusão escolar do público-alvo em diferentes contextos escolares. Este estudo objetivou analisar a atuação do professor de Educação Especial no cenário da pandemia da Covid-19. Os dados foram coletados por meio da técnica de grupo focal on-line, com a participação de seis professoras. Das experiências compartilhadas nos encontros, foi possível elaborar três eixos temáticos: Os desafios vividos pelas professoras da Educação Especial; Contextos vivenciados pelas professoras da Educação Especial na escola; e Fortalezas, perspectivas e pontos positivos da inclusão escolar. A inclusão escolar é um projeto coletivo que pressupõe ações coordenadas e exige adesão de todos os segmentos da sociedade civil, não apenas da escola. Os professores de Educação Especial perceberam-se implicados no processo inclusivo, ainda que não haja envolvimento total das equipes educacionais, o que os faz se sentirem isolados e desamparados diante de algumas situações desafiadoras. Compreender o olhar dos professores de Educação Especial oferece subsídios para o planejamento da Educação Especial, na perspectiva da inclusão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The qualified performance of the Special Education teacher is a fundamental condition for supporting the school inclusion of the target population in different school contexts. Tis study aimed to analyze the role of the Special Education teacher in the context of the COVID-19 pandemic. Data were collected using the online focus group technique with the participation of six teachers. From the experiences shared in the meetings, it was possible to elaborate three themes: Te challenges experienced by the Special Education teachers; Contexts experienced by the Special Education teachers at school; and Strengths, perspectives and positive points of school inclusion. School inclusion is a collective project that presupposes coordinated actions and requires adherence from all segments of civil society, not just the school. Special Education teachers perceive themselves to be involved in the inclusive process, even though there is no full involvement of the educational teams, which makes them feel isolated and helpless in the face of some challenging situations. Understanding the gaze of Special Education teachers offers subsidies for the planning of Special Education, from the perspective of inclusion.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Apoio à pessoa com deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Grupo Focal]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Support for people with disabilities]]></kwd>
<kwd lng="en"><![CDATA[Focus Group]]></kwd>
<kwd lng="en"><![CDATA[Pandemic]]></kwd>
</kwd-group>
</article-meta>
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