<?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>S1517-97022019000100401</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634201945187853</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A função social da escola em discussão, sob a perspectiva da educação inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenging the social function of school, from the perspective of Inclusive Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dainez]]></surname>
<given-names><![CDATA[Débora]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Smolka]]></surname>
<given-names><![CDATA[Ana Luiza Bustamante]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2019</year>
</pub-date>
<volume>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022019000100401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022019000100401&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022019000100401&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo do presente estudo é problematizar a função social da escola no contexto das políticas de educação inclusiva, com base em um trabalho investigativo a respeito das práticas educativas e do processo de escolarização de dois alunos com deficiência, intelectual e múltipla. As discussões ancoram-se nas contribuições teórico-metodológicas da psicologia histórico-cultural que parte do pressuposto da natureza social do desenvolvimento humano e do papel da educação escolar no processo de constituição humana. A pesquisa de campo foi realizada em uma escola pública municipal do ensino fundamental de uma cidade do estado de São Paulo. Os registros em diário de campo e as videogravações do cotidiano da escola constituíram o material empírico para a análise, fornecendo elementos para se questionar os objetivos da educação escolar circunscritos ou restritos à socialização e ao trabalho de estimulação referentes aos alunos com deficiência. A análise destaca os modos e as possibilidades de participação dos alunos nas práticas educacionais e evidencia o desafio da escola em considerar as especificidades, tendo em vista as possibilidades de ensino-aprendizagem. Ao destacar o princípio da significação na elaboração histórica do conhecimento e ressaltando as diversas formas e condições de apropriação da cultura, o estudo aponta para a premência de se reconsiderar a função social da escola, de maneira a ampliar as possibilidades de conhecimento e desenvolvimento humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article aims at calling into question the social function of school within the context of Inclusive Education Policy. It is based upon research done on the educational practices and the schooling process of two particular students, one with intellectual disabilities, the other with multiple disabilities. This discussion is grounded in theoretical and methodological ideas belonging to historical and cultural psychology, which is based on the social nature of human development and also on the role of school education in human formative process. Field research was carried out in a state school in the municipal school network in a São Paulo state town. The empirical material for our analysis consisted of the records kept in a log book and also of the videotape recording of students&#8217; daily routine. The contents of such records enabled us to challenge the objectives of school education which are restricted to socialization and stimulation work done with students with disabilities. Our analysis focuses on the ways in which students participate in educational activities as well as the challenges faced by school when taking into account the particularities of each of these students as well as teaching and learning conditions in this environment. Our analysis focuses on the work done with signs and meanings within the educational process, and looks into the different paths taken towards cultural assimilation. Simultaneously, it points out to the need of calling into question the social function of school, aiming at expanding possibilities for people&#8217;s learning and development.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Desenvolvimento humano]]></kwd>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Escola pública]]></kwd>
<kwd lng="en"><![CDATA[Human development]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[State school]]></kwd>
</kwd-group>
</article-meta>
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