<?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[Rev. Educ. PUC-Camp.]]></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>S1519-39932018000100124</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v23n1a3770</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação inicial de professores de sala de recursos multifuncionais a partir do olhar dos professores atuantes]]></article-title>
<article-title xml:lang="en"><![CDATA[The initial preparation of multifunctional resource room teachers in the perspective of working teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caramori]]></surname>
<given-names><![CDATA[Patricia Moralis]]></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 contrib-type="author">
<name>
<surname><![CDATA[Picharillo]]></surname>
<given-names><![CDATA[Alessandra Daniele Messali]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de São Carlos Centro de Educação e Ciências Humanas Departamento de Psicologia]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>1</numero>
<fpage>124</fpage>
<lpage>141</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932018000100124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932018000100124&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932018000100124&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A quest&#227;o sobre a forma&#231;&#227;o do professor de Educa&#231;&#227;o Especial &#233; controversa; alguns defendem que seja na forma&#231;&#227;o inicial enquanto outros apontam a forma&#231;&#227;o continuada. O presente estudo teve como objetivo investigar o que os professores que atuam no atendimento educacional especializado pensam sobre como deve ser a forma&#231;&#227;o inicial em Educa&#231;&#227;o Especial. O estudo, de natureza qualitativa, baseado na metodologia de pesquisa colaborativa, teve a realiza&#231;&#227;o de grupos focais com professores de 14 cidades do Brasil. Os dados se referem a 134 excertos, analisados e codificados no software ATLAS.ti, selecionados por se referirem especificamente &#224; forma&#231;&#227;o inicial ideal para atuar em Educa&#231;&#227;o Especial. Os resultados mostram que os professores tendem a valorizar a pr&#243;pria forma&#231;&#227;o, em sua maioria a Pedagogia. Ao mesmo tempo que defendem suas gradua&#231;&#245;es como o melhor l&#243;cus de forma&#231;&#227;o, tamb&#233;m demandam muitas mudan&#231;as, como a inser&#231;&#227;o de conte&#250;dos te&#243;rico-pr&#225;ticos espec&#237;ficos da Educa&#231;&#227;o Especial, a ponto de se questionar se seria vi&#225;vel, e se a solu&#231;&#227;o da forma&#231;&#227;o seria a base generalista. Muitas dessas mudan&#231;as s&#227;o decorrentes da complexidade do papel do professor de Educa&#231;&#227;o Especial conforme a atual pol&#237;tica de inclus&#227;o escolar, mas pouco se questiona se as atribui&#231;&#245;es que lhe s&#227;o impostas s&#227;o vi&#225;veis, se existe algum tipo de forma&#231;&#227;o que leve a esse superprofissional, ou mesmo se &#233; essa a pol&#237;tica de atendimento que garante o direito &#224; educa&#231;&#227;o de alunos p&#250;blico-alvo da Educa&#231;&#227;o Especial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The issue of training teachers to work in Special Education, of whether it should take place in the initial training or continuing education, is a controversial one. This study aimed to investigate what teachers who work in specialized educational services think about how their initial training in special education should be. The qualitative study was based on collaborative research methodology, with teachers in focus groups from 14 cities of Brazil. The data analyzed refers to 134 excerpts, analyzed and codified with the software ATLAS.ti. The selected excerpts contain specific mentions to their thoughts about the ideal initial training for Special Education. Results show that teachers tend to value their training, which is predominantly in Pedagogy. Although pedagogue teachers defend their training as the best training locus, they also believe a lot of changes are needed, such as the inclusion of specific theoretical and practical Special Education content, even questioning if general training is the best option and yet if it would be feasible. Many changes were due to the complexity of the special education teacher&#8217;s role in the current school inclusion policy, but without a reflection on whether the duties imposed on them are viable, if there is some kind of training that would give rise to this super professional, or even if this policy guarantees Special Education students their right to education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de professores]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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