<?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>S1413-65382024000101003</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702024v30e0103</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Soviet, Global and Local: Inclusion Policies in School Education in Azerbaijan And Russia]]></article-title>
<article-title xml:lang="pt"><![CDATA[Soviética, Global e Local: Políticas de Inclusão na Educação Escolar no Azerbaijão e na Rússia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[KOSARETSKY]]></surname>
<given-names><![CDATA[Sergey]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MIKAYILOVA]]></surname>
<given-names><![CDATA[Ulviyya]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[IVANOV]]></surname>
<given-names><![CDATA[Ivan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,HSE University Institute of Education Pinsky Center of General and Extracurricular Education]]></institution>
<addr-line><![CDATA[Moscow ]]></addr-line>
<country>Russia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,ADA University School of Education ]]></institution>
<addr-line><![CDATA[Baku ]]></addr-line>
<country>Azerbaijan</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,HSE University Institute of Education Pinsky Center of General and Extracurricular Education]]></institution>
<addr-line><![CDATA[Moscow ]]></addr-line>
<country>Russia</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=S1413-65382024000101003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382024000101003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382024000101003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT In this article, a specific picture of the formation of inclusive education in the countries of the former Union of Soviet Socialist Republics (USSR) is revealed, using the case of Azerbaijan and Russia. The processes of dismantling the Soviet special education system and the implementation of global principles of educational inclusion were valid for both countries. It is argued that while implementing the reforms, both countries have faced similar cultural and organizational barriers. Meanwhile, the cultural and political specifics of the states manifested in certain ways of overcoming those contradictions. It is documented up-to-date countries&#8217; attempts to build overall national systems, in which Soviet, global and local elements are intertwined. Current achievements and ongoing problems are discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Neste artigo, é revelado um quadro específico da formação da educação inclusiva nos países da antiga União das Repúblicas Socialistas Soviéticas (URSS), utilizando o caso do Azerbaijão e da Rússia. Os processos de desmantelamento do sistema de educação especial soviético e de implementação de princípios globais de inclusão educativa foram válidos para ambos os países. Argumenta-se que, durante a implementação das reformas, ambos os países enfrentaram barreiras culturais e organizacionais semelhantes. Ao mesmo tempo, as especificidades culturais e políticas dos estados manifestaram-se em certas formas de superar essas contradições. Documentam-se as tentativas atualizadas dos países de construir sistemas nacionais globais, nos quais elementos soviéticos, globais e locais estão interligados. As conquistas e os problemas atuais são discutidos.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Educational equity]]></kwd>
<kwd lng="en"><![CDATA[Children with Special Educational Needs]]></kwd>
<kwd lng="en"><![CDATA[Post-Soviet studies]]></kwd>
<kwd lng="en"><![CDATA[Education policy]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Equidade educativa]]></kwd>
<kwd lng="pt"><![CDATA[Crianças com Necessidades Educativas Especiais]]></kwd>
<kwd lng="pt"><![CDATA[Estudos pós-soviéticos]]></kwd>
<kwd lng="pt"><![CDATA[Política educativa]]></kwd>
</kwd-group>
</article-meta>
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