<?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>S1809-38762019000301200</article-id>
<article-id pub-id-type="doi">10.23925/1809-3876.2019v17i3p1200-1218</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[POLÍTICAS CURRICULARES: A FORMAÇÃO DO PEDAGOGO PARA A EDUCAÇÃO ESPECIAL]]></article-title>
<article-title xml:lang="en"><![CDATA[CURRICULAR POLICIES: THE EDUCATION OF THE PEDAGOGUE FOR SPECIAL EDUCATION]]></article-title>
<article-title xml:lang="es"><![CDATA[POLÍTICAS CURRICULARES: LA FORMACIÓN DEL PEDAGOGO PARA LA EDUCACIÓN ESPECIAL]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[DAMASCENO]]></surname>
<given-names><![CDATA[Allan Rocha]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PEREIRA]]></surname>
<given-names><![CDATA[Andressa Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro Instituto de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Rural do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>17</volume>
<numero>3</numero>
<fpage>1200</fpage>
<lpage>1218</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-38762019000301200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-38762019000301200&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-38762019000301200&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem por objetivo analisar a política curricular no que se refere à modalidade Educação Especial no âmbito da formação nos cursos de Licenciatura em Pedagogia de duas universidades públicas do Rio de Janeiro: UFRRJ - Universidade Federal Rural do Rio de Janeiro (Câmpus Seropédica e Campus Nova Iguaçu - IM/Instituto Multidisciplinar) e UFF - Universidade Federal Fluminense (Campus Gragoatá/Niterói, Campus Santo Antônio de Pádua e Campus Angra dos Reis). O aporte teórico-metodológico se fundamentou na Teoria Crítica da Sociedade, com base em Theodor Adorno, além de outros teóricos no campo do currículo como Silva (1999) e Apple (2001), entre outros, que nos apoiaram no processo analítico/reflexivo/crítico sobre o currículo da modalidade Educação Especial nos cursos de licenciatura em Pedagogia nas universidades públicas investigadas. A coleta de dados baseou-se na análise documental das ementas/programas analíticos, no que tange à modalidade Educação Especial nas respectivas matrizes curriculares dos cursos que compõem o recorte da investigação. Os resultados indicam que as lutas ideológicas/políticas que perpassam as formas de seleção de certos conhecimentos no Ensino Superior visam a uma legitimação de saberes válidos/não-válidos correspondendo a um padrão uniforme e homogeneizador de currículo, no qual prevalecem mecanismos de regulação/dominação/fragmentação dos conhecimentos a serem difundidos como estratégia do capital refletindo interesses de grupos dominantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of this article is to analyze the curricular policy with regard to the special education modality within the scope of the Pedagogy Degree Course of two Public Universities of Rio de Janeiro: UFRRJ - Federal Rural University of Rio de Janeiro (Campus Seropédica and Campus Nova Iguaçu - IM / Multidisciplinary Institute) and UFF - Fluminense Federal University (Campus Gragoatá / Niterói, Campus Santo Antônio de Pádua and Angra dos Reis). Theoretical-methodological contribution was based on Theodor Adorno's Critical Theory of Society, as well as other curriculum theorists such as Silva (1999), Apple (2001), among others, who supported us in the analytical / reflexive / critical process about the curriculum of the Special Education modality in the undergraduate courses in Pedagogy in the public universities of Rio de Janeiro. The data collections were: documentary analysis of the menus / analytical programs, in what refers to the Special Education modality with the respective curricular matrices of the undergraduate courses in Pedagogy of the public and federal public universities of Rio de Janeiro. The ideological / political struggles that permeate the forms of selections of certain knowledge in Higher Education aim at a legitimation of valid / non-valid knowledge corresponding to a uniform and homogenizing standard of curriculum, in which mechanisms of regulation / domination / fragmentation of knowledge prevail to be diffused as capital strategy reflecting the interests of dominant groups.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El propósito de este artículo es analizar la política curricular con respecto a la modalidad de educación especial dentro del alcance del Curso de Pedagogía de dos Universidades Públicas de Río de Janeiro: UFR - Universidad Federal Rural de Río de Janeiro (Campus Seropédica y Campus Nova Iguaçu - IM / Instituto Multidisciplinario) y UFF - Universidad Federal Fluminense (Campus Gragoatá / Niterói, Campus Santo Antônio de Pádua y Angra dos Reis). La contribución teórico-metodológica se basó en la Teoría Crítica de la Sociedad de Theodor Adorno, así como en otros teóricos del plan de estudios como Silva (1999), Apple (2001), entre otros, quienes nos apoyaron en el proceso analítico / reflexivo / crítico sobre El currículum de la modalidad de Educación Especial en los cursos de pregrado en Pedagogía en las universidades públicas de Río de Janeiro. Las colecciones de datos fueron: análisis documental de los menús / programas analíticos, en lo que se refiere a la modalidad de Educación Especial con las matrices curriculares respectivas de los cursos de pregrado en Pedagogía de las universidades públicas y federales públicas de Río de Janeiro. Las luchas ideológicas / políticas que impregnan las formas de selección de ciertos conocimientos en la Educación Superior apuntan a una legitimación de los conocimientos válidos / no válidos correspondientes a un plan de estudios uniforme y homogéneo, en el que prevalecen los mecanismos de regulación / dominación / fragmentación del conocimiento. Difundirse como estrategia de capital reflejando los intereses de los grupos dominantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[formación]]></kwd>
<kwd lng="es"><![CDATA[Currículum]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza Superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<year>1983</year>
<publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
<publisher-name><![CDATA[Brasiliense]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Tomaz Tadeu da]]></given-names>
</name>
</person-group>
<source><![CDATA[Documentos de identidade: uma introdução às teorias do currículo]]></source>
<year>1999</year>
<publisher-loc><![CDATA[Autêntica ]]></publisher-loc>
<publisher-name><![CDATA[Belo Horizonte]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[TYLER]]></surname>
<given-names><![CDATA[Ralph Winfred]]></given-names>
</name>
<name>
<surname><![CDATA[Vallandro]]></surname>
<given-names><![CDATA[Leonel]]></given-names>
</name>
</person-group>
<source><![CDATA[Princípios Básicos de currículo e ensino]]></source>
<year>1978</year>
<edition>5</edition>
<publisher-loc><![CDATA[Porto Alegre ]]></publisher-loc>
<publisher-name><![CDATA[Globo]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
