<?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[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>S1809-38762018000300621</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2018v16i3p621-649</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[(IM)POSSIBILIDADES DAS ADAPTAÇÕES CURRICULARES NA EDUCAÇÃO SUPERIOR]]></article-title>
<article-title xml:lang="en"><![CDATA[(IM)POSSIBILITIES OF CURRICULUM ADAPTATIONS IN HIGHER EDUCATION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Mariane Carloto da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pavão]]></surname>
<given-names><![CDATA[Silvia Maria de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>16</volume>
<numero>3</numero>
<fpage>621</fpage>
<lpage>649</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762018000300621&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762018000300621&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762018000300621&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O objetivo deste estudo foi analisar as influ&#234;ncias do curr&#237;culo sobre a previs&#227;o e o planejamento de mecanismos pr&#225;ticos desenvolvidos em um Centro de Ensino. Esses mecanismos s&#227;o utilizados para promover a inclus&#227;o dos estudantes, identificando as regulamenta&#231;&#245;es do Projeto Pol&#237;tico Pedag&#243;gico e da Matriz Curricular dos cursos. Com abordagem qualitativa e explorat&#243;ria, os dados foram coletados por meio de entrevistas abertas semiestruturadas respondidas por coordenadores e professores de cursos de gradua&#231;&#227;o de uma Institui&#231;&#227;o Federal de Ensino Superior. Os resultados foram analisados por meio da t&#233;cnica de An&#225;lise de Conte&#250;do. Constatou-se que as solidifica&#231;&#245;es conceituais sobre curr&#237;culo influenciam nas adapta&#231;&#245;es curriculares, pr&#225;ticas e a&#231;&#245;es que promovam a aprendizagem e conclus&#227;o dos cursos de todos os estudantes com ou sem defici&#234;ncia. Conclui-se que as propostas de adapta&#231;&#245;es revelam o desafio de se pensar diferentes pr&#225;ticas de ensino que promovam condi&#231;&#245;es igualit&#225;rias de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The aim of this study was to analyze the influences of Curriculum on forecasting and planning of practical mechanisms developed in a Learning Center. These mechanisms are used to promote the inclusion of students, identifying the regulations of the Political Pedagogical Project and Curricular Matrix of courses. Using a qualitative and exploratory approach, data were collected through semi- structured open interviews answered by coordinators and teachers of undergraduate courses in a federal institution of higher education. The results were analyzed using the Content Analysis technique. It was found that the solid concepts about the Curriculum influence on curriculum adaptations, practices and actions that promote learning and course conclusion for all students, with or without disabilities. It was concluded that the adaptations proposals reveal the challenge of thinking about different teaching practices that promote equal learning conditions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Superior]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Adaptações Curriculares.]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Higher education]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Curricular Adaptations.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<given-names><![CDATA[Augusto Nibaldo Silva]]></given-names>
</name>
</person-group>
<source><![CDATA[Introdução a pesquisa em ciências sociais: a pesquisa qualitativa em educação: o positivismo, a fenomenologia, o marxismo]]></source>
<year></year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Atlas]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
