<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022017000100263</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201605145723</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[An&#225;lise do projeto pedag&#243;gico e da grade curricular dos cursos de licenciatura em educa&#231;&#227;o especial]]></article-title>
<article-title xml:lang="en"><![CDATA[An analysis of the pedagogical project and curriculum of undergraduate licentiate programs in special education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Patricia Santos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Enicéia Gonçalves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A">
<institution><![CDATA[,patriciagorup@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A">
<institution><![CDATA[,egmendes@ufscar.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>43</volume>
<numero>1</numero>
<fpage>263</fpage>
<lpage>280</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022017000100263&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022017000100263&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022017000100263&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ResumoQual &#233; a forma&#231;&#227;o ideal para professores especializados? Seria uma forma&#231;&#227;o especializada desde o in&#237;cio ou uma forma&#231;&#227;o inicial comum agregada &#224; forma&#231;&#227;o continuada especializada? As respostas para estas quest&#245;es n&#227;o s&#227;o respaldadas por evid&#234;ncias, pois s&#227;o escassos os estudos que focalizam esse problema ou comparam as diferentes abordagens de forma&#231;&#227;o. Entretanto, mesmo sem evid&#234;ncias de que esse seja o melhor modelo, muito se tem investido em pol&#237;ticas de forma&#231;&#227;o continuada, majoritariamente, na modalidade a dist&#226;ncia, com cursos de curta dura&#231;&#227;o, enquanto que, paralelamente, h&#225; algumas iniciativas por parte de universidades que prop&#245;em cursos de forma&#231;&#227;o inicial especializada. Esta pesquisa teve como objetivo identificar, descrever e analisar os cursos de licenciatura em educa&#231;&#227;o especial de universidades p&#250;blicas e privadas, tomando como base os projetos pedag&#243;gicos de curso e as grades curriculares, bem como as ementas de cursos. Portanto, trata-se de um estudo documental do tipo explorat&#243;rio. Foram analisados os dez cursos de licenciatura em educa&#231;&#227;o especial existentes atualmente, oferecidos por oito universidades, duas p&#250;blicas e seis privadas. A partir da an&#225;lise dos documentos, foi poss&#237;vel considerar que os curr&#237;culos dos cursos t&#234;m caracter&#237;sticas diversas, pois ainda n&#227;o existem par&#226;metros curriculares nacionais que norteiem a cria&#231;&#227;o de cursos superiores em educa&#231;&#227;o especial. As institui&#231;&#245;es particulares representam 75% do total de universidades que oferecem o curso, contudo, o n&#250;mero de cursos em vig&#234;ncia est&#225; aqu&#233;m das necessidades do sistema educacional brasileiro. Portanto, torna-se necess&#225;rio que o poder p&#250;blico se responsabilize e priorize a forma&#231;&#227;o inicial do professor de educa&#231;&#227;o especial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[AbstractWhat is the ideal training for specialist teachers? Would it be a specialized program from the beginning or a regular initial program combined with continuing specialized training? The answers to these questions are not supported by evidence since there are few studies focusing on this problem or comparing different training approaches. However, even without evidence that continuing education is the best model, much has been invested in continuing education policies, particularly in distance learning programs with short courses. On the other hand, there are also initiatives by a few universities offering programs with specialized initial training. Thus, the present study aimed to identify, describe and analyze undergraduate programs in special education at both public and private universities, with regard to their pedagogical project, course schedule and discipline program. In this documentary-exploratory study, we analyzed ten undergraduate programs in special education offered by eight universities, two of which were public and six private. According to our document analysis, the courses&#8217; curricular frameworks have different characteristics since there are still no national curricular guidelines regulating the creation undergraduate programs in special education. Today, private institutions account for 75% of all universities offering these programs; however, the number of courses is insufficient for the needs of the Brazilian educational system. Therefore, it is necessary that the government take responsibility and prioritize the initial training of special education teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="pt"><![CDATA[Ensino superior]]></kwd>
<kwd lng="pt"><![CDATA[Projeto pedagógico de curso]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
<kwd lng="en"><![CDATA[course pedagogical projects]]></kwd>
</kwd-group>
</article-meta>
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