<?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>1676-2592</journal-id>
<journal-title><![CDATA[ETD Educação Temática Digital]]></journal-title>
<abbrev-journal-title><![CDATA[ETD - Educ. Temat. Digit.]]></abbrev-journal-title>
<issn>1676-2592</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Campinas - UNICAMP]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1676-25922019000200495</article-id>
<article-id pub-id-type="doi">10.20396/etd.v21i2.8651501</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INCLUSÃO ESCOLAR: UM OLHAR SOBRE AS FORMAS DE CONVIVER COM O OUTRO]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOL INCLUSION: A LOOK AT WAYS TO LIVE WITH THE OTHER]]></article-title>
<article-title xml:lang="es"><![CDATA[INCLUSIÓN ESCOLAR: UNA MIRADA SOBRE LAS FORMAS DE CONVIVIR CON EL OTRO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rigo]]></surname>
<given-names><![CDATA[Neusete Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fronteira Sul  ]]></institution>
<addr-line><![CDATA[Cerro Largo RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>495</fpage>
<lpage>512</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1676-25922019000200495&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1676-25922019000200495&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1676-25922019000200495&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A questão das diferenças tem se apresentado como uma temática central nas discussões pedagógicas atuais. Esse debate se amplia nas escolas mediante a definição da Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva (BRASIL, 2008). O objetivo desse artigo é problematizar o enredamento que se dá entre o processo de inclusão escolar e a questão das diferenças nas práticas dos professores de uma escola pública de educação básica. Discute-se como a escola, embora sendo uma instituição normativa, pode desenvolver uma educação em que as diferenças possam existir e não sejam consideradas como um &#8216;problema&#8217; de ordem pedagógica e social, como frequentemente constatamos. A metodologia consiste em uma pesquisa qualitativa que desenvolve um estudo de caráter descritivo- analítico sobre os processos de inclusão escolar, a partir de referenciais foucaultianos. Para o levantamento de dados, utiliza-se a pesquisa documental e a observação participante em momentos de planejamento e de formação pedagógica dos professores dessa escola. A análise dos dados foi realizada segundo a problematização de duas categorias: a inclusão que normaliza e conduz o outro ao mesmo; e a inclusão que promove um encontro com o outro. Os resultados apontaram que a inclusão escolar está proporcionando um encontro com o outro que efetiva, tanto processos de normalização que anulam as diferenças e conduzem à mesmidade, quanto processos que produzem experiências nos sujeitos, levando-os a reconhecer o outro como diferença que não depende do consentimento do eu para existir.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The question of differences has been presented as a central theme in the current pedagogical discussions. This debate widens in schools through the definition of the National Policy of Special Education in the Perspective of Inclusive Education (BRAZIL, 2008). The aim of this article is to problematize the entanglement between the process of school inclusion and the question of differences in the practices of teachers of a public school of basic education. It is discussed how school, although it is a normative institution, can develop an education in which the differences may exist and do not be considered as a pedagogical and social 'problem', as we often see. The methodology consists of a qualitative research that develops a descriptive analytical study about the processes of school inclusion from Foucaultian referents. For data collection, documentary research and participant observation are used in planning and pedagogical training moments of the teachers of this school. The analysis of the data was performed according to the problematization of two categories: the inclusion that normalizes and leads the other to the same; and the inclusion that promotes a meeting with the other. The results pointed out that the school inclusion is providing a meeting with the other that makes effective, both normalization processes that nullify the differences and lead to the same, as processes that produce experiences in the subjects, leading them to recognize the other as a difference that does not depend of self's consent to exist.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La cuestión de las diferencias se ha presentado como una temática central en las discusiones pedagógicas actuales. Este debate se amplía en las escuelas mediante la definición de la Política Nacional de Educación Especial en la Perspectiva de la Educación Inclusiva (BRASIL, 2008). El objetivo de este artículo es problematizar el enredo que se da entre el proceso de inclusión escolar y la cuestión de las diferencias en las prácticas de los profesores de una escuela pública de educación básica. Se discute cómo la escuela, aunque es una institución normativa, puede desarrollar una educación en que las diferencias puedan existir y no seam consideradas como un 'problema' de orden pedagógica y social, como a menudo constatamos. La metodología consiste en una investigación cualitativa que desarrolla un estudio de carácter descriptivo analítico sobre los procesos de inclusión escolar, a partir de referenciales foucaultianos. Para el levantamiento de datos, se utiliza la investigación documental y la observación participante en momentos de planificación y de formación pedagógica de los profesores de esa escuela. El análisis de los datos fue realizado según la problematización de dos categorías: la inclusión que normaliza y conduce al otro al mismo; y la inclusión que promueve un encuentro con el otro. Los resultados apuntaron que la inclusión escolar está proporcionando un encuentro con el otro que efectiva, tanto procesos de normalización que anulan las diferencias y conducen a la mismidad, como procesos que producen experiencias en los sujetos, llevándolos a reconocer al otro como diferencia que no depende del consentimiento del yo para existir.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diferenças]]></kwd>
<kwd lng="pt"><![CDATA[Experiência]]></kwd>
<kwd lng="pt"><![CDATA[Normalização]]></kwd>
<kwd lng="pt"><![CDATA[Encontro com o outro]]></kwd>
<kwd lng="en"><![CDATA[Differences]]></kwd>
<kwd lng="en"><![CDATA[Experience]]></kwd>
<kwd lng="en"><![CDATA[Normalization]]></kwd>
<kwd lng="en"><![CDATA[Meeting with the other]]></kwd>
<kwd lng="es"><![CDATA[Diferencias]]></kwd>
<kwd lng="es"><![CDATA[Experiencia]]></kwd>
<kwd lng="es"><![CDATA[Normalización]]></kwd>
<kwd lng="es"><![CDATA[Encuentro con el otro]]></kwd>
</kwd-group>
</article-meta>
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