<?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>S1413-65382024000100411</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702024v30e0072</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8220;UM ESTRANHO NO NINHO&#8221;: TENSÕES E CONTRADIÇÕES DA EDUCAÇÃO INCLUSIVA CONFRONTADAS PELA PRESENÇA DE ESTUDANTES COM TEA EM SALAS DE AULA COMUNS]]></article-title>
<article-title xml:lang="en"><![CDATA[&#8220;ONE FLEW OVER THE CUCKOO&#8217;S NEST&#8221;: TENSIONS AND CONTRADICTIONS OF INCLUSIVE EDUCATION CONFRONTED BY THE PRESENCE OF STUDENTS WITH ASD IN COMMON CLASSROOMS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[ROSA]]></surname>
<given-names><![CDATA[Sanny Silva da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
<xref ref-type="aff" rid="A a"/>
<xref ref-type="aff" rid="A4"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BORGES]]></surname>
<given-names><![CDATA[Juliana de Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[São Caetano do Sul São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul  ]]></institution>
<addr-line><![CDATA[Santo André São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382024000100411&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382024000100411&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382024000100411&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo problematiza as tensões e as contradições da educação inclusiva confrontadas pela presença de crianças diagnosticadas com Transtorno do Espectro Autista (TEA) em salas de aula comuns. Parte-se da premissa de que os princípios que orientam as políticas de Educação Especial na perspectiva inclusiva conflitam com o projeto social e educacional da Modernidade, potencializado por mecanismos excludentes instaurados pelo neoliberalismo contemporâneo. O texto discute fragmentos de uma pesquisa qualitativa que teve como objetivo compreender os desafios e as possibilidades dos processos de inclusão e escolarização de alunos autistas matriculados na rede municipal de ensino de Santo André, São Paulo. A análise de dados documentais e de campo, obtidos em uma roda de conversa com gestores escolares, evidencia as tensões e as ambivalências geradas no confronto entre perspectivas epistêmicas, pedagógicas e políticas antagônicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article problematizes the tensions and contradictions of inclusive education confronted by the presence of children diagnosed with Autism Spectrum Disorder (ASD) in common classrooms. It is based on the premise that the principles that guide Special Education policies from an inclusive perspective conflict with the social and educational project of Modernity, enhanced by exclusionary mechanisms established by contemporary neoliberalism. The text discusses fragments of a qualitative research that aimed to understand the challenges and possibilities of the inclusion and schooling processes of autistic students enrolled in the municipal education network of Santo André, São Paulo, Brazil. The analysis of documentary and field data obtained in a conversation with school administrators highlights the tensions and ambivalences generated in the confrontation between opposing epistemic, pedagogical and political perspectives.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Escolarização de crianças com TEA]]></kwd>
<kwd lng="pt"><![CDATA[Gestores escolares]]></kwd>
<kwd lng="pt"><![CDATA[Município de Santo André]]></kwd>
<kwd lng="en"><![CDATA[Education policies]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Special Education]]></kwd>
<kwd lng="en"><![CDATA[Schooling of students with ASD]]></kwd>
<kwd lng="en"><![CDATA[School managers]]></kwd>
<kwd lng="en"><![CDATA[Santo André]]></kwd>
<kwd lng="en"><![CDATA[municipality]]></kwd>
</kwd-group>
</article-meta>
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