<?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>1809-3876</journal-id>
<journal-title><![CDATA[Revista e-Curriculum]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. e-Curriculum]]></abbrev-journal-title>
<issn>1809-3876</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-38762017000200345</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2017v15i2p345-375</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Elementos de inclusividade e cultura escolar: outras perspectivas para a análise de uma prática curricular inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusiveness elements and school culture: other perspectives for the analysis of an inclusive curriculum practice]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mesquita]]></surname>
<given-names><![CDATA[Amélia Maria Araújo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rocha]]></surname>
<given-names><![CDATA[Genylton Odilon Rego da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará Faculdade de Educação Programa de Pós-Graduação em Currículo e Gestão da Escola]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará Faculdade de Educação Programa de Pós-Graduação em Currículo e Gestão da Escola]]></institution>
<addr-line><![CDATA[Belém PA]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>15</volume>
<numero>2</numero>
<fpage>345</fpage>
<lpage>375</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762017000200345&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762017000200345&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762017000200345&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  No contexto da educa&#231;&#227;o inclusiva e da defini&#231;&#227;o de par&#226;metros para definir uma pr&#225;tica que se caracterize como tal, este texto objetiva problematizar esses engessamentos a partir de outros elementos que nos possibilitem avan&#231;ar nesse campo t&#227;o tenso e contradit&#243;rio. Nesse sentido, as pr&#225;ticas curriculares inclusivas ganham uma dimens&#227;o substantiva, passando a ser denominadas pr&#225;ticas curriculares com elementos de inclusividade. Tais elementos, analisados &#224; luz da categoria cultura escolar, trazem apontamentos que possibilitam reflex&#245;es acerca da inclus&#227;o enquanto elemento constituinte da escola sendo produzida gradualmente, rompendo com a ideia de que a inclus&#227;o &#233; um modelo exemplar exterior &#224; escola, e que por esta deve ser alcan&#231;ada. As an&#225;lises trazidas s&#227;o resultantes de pesquisa bibliogr&#225;fica e de pesquisa de campo em uma escola p&#250;blica estadual localizada em Bel&#233;m/PA. Os resultados apontam que a pr&#225;tica curricular efetivamente inclusiva &#233; aquela que possibilita ao aluno em situa&#231;&#227;o de defici&#234;ncia participar, produzir e se apropriar da cultura pr&#243;pria da escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  In the context of inclusive education and concerning the definition of parameters to establish a practice that is characterized as such, this paper aims to discuss these limitations from other elements which enable us to move forward in this tense and contradictory field. In this sense, inclusive curricula practices gain a substantial dimension, becoming known as curricula practices with inclusiveness elements. Such elements, analyzed in conformity with the school cultural category, bring notes to think about inclusion as a school constituent element gradually produced, breaking with the idea that inclusion is an exemplary model external to the school, which must be achieved by it. The presented analyzes are the result of a field research in a state public school located in Bel&#233;m/PA and bibliographic search. The results show that the curriculum practice effectively inclusive is one that allows the disabled student to participate, produce and assimilate the school own culture.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Elementos de Inclusividade]]></kwd>
<kwd lng="pt"><![CDATA[Cultura Escolar]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Inclusiveness Elements]]></kwd>
<kwd lng="en"><![CDATA[School Culture]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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