<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932016000100045</article-id>
<article-id pub-id-type="doi">10.5965/151939932112016057</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trabalho docente no contexto da inclusão: formação continuada com enfoque colaborativo]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching in the context of inclusion: Continuing teacher training with a collaborative approach]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Camargo]]></surname>
<given-names><![CDATA[Evani Andreatta Amaral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Maria Inês Bacellar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Ana Paula de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Moura Lacerda Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Ribeirão Preto SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Metodista de Piracicaba Faculdade de Ciências Humanas Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Piracicaba SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade São Francisco Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Itatiba SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2016</year>
</pub-date>
<volume>21</volume>
<numero>1</numero>
<fpage>45</fpage>
<lpage>57</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932016000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932016000100045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932016000100045&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Esta pesquisa, fundamentada na perspectiva colaborativa, tem como objetivo criar espa&#231;o para discuss&#227;o sobre pr&#225;ticas pedag&#243;gicas e buscar caminhos para superar as dificuldades vivenciadas por professores, no trabalho educacional, junto aos seus alunos com defici&#234;ncia. Foram realizados encontros com 21 professores do ensino fundamental de uma escola p&#250;blica. Identificou-se que os professores refletem sobre o processo de ensino e aprendizagem de seus alunos com defici&#234;ncia, quando h&#225; espa&#231;o para isso. O estudo de quest&#245;es te&#243;ricas relacionadas &#224;s pr&#225;ticas pedag&#243;gicas possibilitou, aos docentes, aprofundamento sobre o pr&#243;prio trabalho. Entretanto, o modo como a escola est&#225; organizada e as suas variadas demandas constituem desafios &#224; proposta de forma&#231;&#227;o docente colaborativa. Aponta-se a contribui&#231;&#227;o da perspectiva Hist&#243;rico-cultural para se compreender o aluno com defici&#234;ncia em seu processo de desenvolvimento, considerando as dimens&#245;es cultural e semi&#243;tica do funcionamento humano.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The aim of the research, based on a collaborative perspective, was to create a space for debating pedagogical practices and seek to overcome the educational difficulties teachers experience with disabled students. Twenty-one elementary school teachers participated in this study. We found that teachers reflect on the teaching and learning process of their students with disabilities when there is space for reflection. The study of theoretical issues related to the teaching practices allowed the teachers to better understand their own work. However, the way the school is organized and the great demands on teachers are challenges for collaborative teacher training. We point out the contribution of the culturalhistorical perspective to understand the development process of students with disabilities, considering the cultural and semiotic dimensions of human functioning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Aluno com Deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Formação Docente]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Colaborativa]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="en"><![CDATA[Disabled Students]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Research]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</article>
