<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092011000200010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A representação social do aluno com deficiência na educação inclusiva: o olhar das crianças]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcellos]]></surname>
<given-names><![CDATA[Karina Mendonça]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Maria de Fátima Souza]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Angela Maria Oliveira]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A10">
<institution><![CDATA[,Universidade Federal de Pernambuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A10">
<institution><![CDATA[,Instituto de Psicologia da Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>06</volume>
<numero>02</numero>
<fpage>277</fpage>
<lpage>287</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092011000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092011000200010&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092011000200010&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Historicamente excluídas, as pessoas com deficiência vêm sendo socialmente inseridas por meio de novas normas orientadas por princípios igualitários. A Teoria das Representações Sociais, que estuda como o senso comum constrói “teorias” sobre objetos relevantes, foi utilizada para responder como essa conjuntura afeta social e psicologicamente as crianças nas escolas inclusivas. Utilizamos uma abordagem plurimetodológica com associações livres, desenhos e grupos focais para estudar as representações sociais sobre o colega com deficiência compartilhadas por 39 crianças de turmas de terceiro e quarto ano do Ensino Fundamental de uma escola estadual do Recife. Os dados foram submetidos à análise de conteúdo e do software EVOC e os resultados evidenciam que as crianças com deficiência são vistas como pessoas limitadas por uma falta ou incapacidade permanente ou passageira; aprendem de forma diferente das demais e atrapalham as aulas; necessitam de cuidado e proteção; são autorizadas a participar do grupo, sem constituir parte dele. O grupo parece estar delineando os contornos da alteridade, evidenciando uma representação em construção.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Historically excluded, handicapped people have been socially included through new standards guided by egalitarian principles. The Social Representation Theory, which studies how the common sense builds “theories” about relevant objects, was used to answer how this situation affects children socially and psychologically in inclusive schools. We use a multimethodological approach with free associations, drawings and focus groups to study the social representations of 39 third and fourth-grade students about their handicapped colleagues, all the children being from a state school in Recife, Pernambuco. The data were submitted to content analysis and analysis using the EVOC software, and the results indicate that handicapped children are seen as people limited by a temporary or permanent shortage or disability; they learn differently from others and disrupt classes; they require constant care and protection; they are allowed to join the group, but not to be part of it. The group seems to be outlining the contours of otherness, which shows a representation under construction.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representação Social]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Pessoas com Deficiência]]></kwd>
<kwd lng="en"><![CDATA[Social Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Social Representation]]></kwd>
<kwd lng="en"><![CDATA[Handicapped People]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>A representa&ccedil;&atilde;o social do aluno com defici&ecirc;ncia na educa&ccedil;&atilde;o  inclusiva: o olhar das crian&ccedil;as.</h2> <h3>The social  representation about handicapped students in inclusive education: the view of  children.</h3>     <p>&nbsp;</p> <h4>Karina Mendon&ccedil;a Vasconcellos, Maria de F&aacute;tima Souza  Santos, Angela Maria Oliveira Almeida    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<source><![CDATA[Psicologia: Teoria e Pesquisa]]></source>
<year></year>
<volume>17</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>133-141</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
