<?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>S1413-65382025000101002</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702025v31e0019</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Rede Federal de Ensino e Políticas de Inclusão: Serviços Educacionais Especializados e Ação Pedagógica em Foco1]]></article-title>
<article-title xml:lang="en"><![CDATA[Federal Network of Education and Inclusive Policies: the Specialized Educational Assistance and the Pedagogical Action in Question]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Mayara Costa da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Kátia Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[Porto Alegre Rio Grande do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS)  ]]></institution>
<addr-line><![CDATA[Porto Seguro Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>31</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382025000101002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382025000101002&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382025000101002&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Objetiva-se analisar, neste texto, a organização dos serviços educacionais especializados, destacando a ação pedagógica em dois contextos vinculados à Rede Federal de Ensino (Educação Básica, Profissional e Ensino Superior), localizados nas cidades de Porto Alegre, Rio Grande do Sul, e Porto Seguro, Bahia. A análise, articulada à perspectiva sistêmica e pautada nos conceitos de deuteroaprendizagem, retroalimentação e diferença, possibilitou refletir sobre os seguintes questionamentos: Qual é o padrão que une as ações e os serviços vinculados à Educação Especial nos dois contextos? Quais são os avanços e os desafios identificados nesse processo? Assume-se uma abordagem qualitativa, ancorada em revisão de literatura e análise de documentos institucionais associados à área da Educação Especial. Percebeu-se que existe um direcionamento comum, congruente a uma política de inclusão nacional; todavia, cada contexto poderá ser identificado pelas diferenças associadas às suas especificidades, destacando-se, em muitos casos, pela construção de criativos arranjos locais. O padrão que une as ações e os serviços &#8211; e que representa avanço &#8211; se sustenta sobre a colaboratividade como premissa pedagógica pautada nas relações e no investimento na qualificação das práticas inclusivas. O desafio parece residir na necessidade de &#8220;trans-formação&#8221; dos espaços e tempos escolares para a constituição de um novo olhar sobre a escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This paper aims to analyze the organization of specialized educational services, highlighting the pedagogical action in two contexts linked to the Federal Network of Education (Basic, Vocational, and Higher Education), located in the cities of Porto Alegre, Rio Grande do Sul, and Porto Seguro, Bahia, Brazil. The analysis, articulated from a systemic perspective and grounded in the concepts of deutero-learning, feedback, and difference, enabled reflection on the following questions: What is the pattern that connects the actions and services related to Special Education in both contexts? What are the advances and challenges identified in this process? A qualitative approach was adopted, based on a literature review and analysis of institutional documents related to the field of Special Education. It was observed that there is a common orientation aligned with a national inclusion policy; however, each context can be identified by the differences associated with its specificities, often standing out for the creation of creative local arrangements. The pattern that connects the actions and services &#8211; and that represents progress &#8211; is based on collaboration as a pedagogical premise grounded in relationships and investment in the qualification of inclusive practices. The challenge seems to lie in the need for a &#8220;trans-formation&#8221; of school spaces and times to enable the emergence of a new perspective on schooling.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Rede Federal de Ensino]]></kwd>
<kwd lng="en"><![CDATA[Basic Education]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Federal Network of Education]]></kwd>
</kwd-group>
</article-meta>
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