<?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>S1809-43092024000100103</article-id>
<article-id pub-id-type="doi">10.5212/praxeduc.v.19.22614.006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Propostas para o ensino na Educação Especial: contribuições do campo acadêmico brasileiro]]></article-title>
<article-title xml:lang="en"><![CDATA[Proposals for teaching in Special Education: contributions from the Brazilian academic field]]></article-title>
<article-title xml:lang="es"><![CDATA[Propuestas para la enseñanza en Educación Especial: contribuciones del campo académico brasileño]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casagrande]]></surname>
<given-names><![CDATA[Rosana de Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Jáima Pinheiro de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Minas Gerais Faculdade de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>19</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092024000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092024000100103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092024000100103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Esta pesquisa teve por objetivo sistematizar as principais propostas para o ensino na Educação Especial, no âmbito de seu campo acadêmico, no Brasil. O referencial teórico fundamenta-se em Bourdieu (2004a) e Bourdieu, Chamboredon e Passeron (2007), Hey (2008) e em pesquisas anteriores (Casagrande, 2020, 2021; Casagrande; Mainardes, 2021a, 2021b; Mainardes; Casagrande, 2022) sobre o campo acadêmico da Educação Especial. Caracteriza-se como um estudo de natureza qualitativa, exploratória e bibliográfica. Como resultado, um conjunto de propostas dos agentes do campo foi encontrado e organizado em duas categorias, assim denominadas: 1. Propostas mais amplas: Acessibilidade, Sistema de Suporte Multicamadas, Profissionais de Apoio à Inclusão Escolar; e 2. Propostas mais específicas: Desenho Universal para a Aprendizagem, Ensino Colaborativo, Diferenciação Curricular, Práticas Baseadas em Evidências, Plano Educacional Individualizado, Aprendizagem Cooperativa, Metodologias Ativas e Tecnologia Assistiva. As referidas propostas compõem as chamadas práticas inclusivas inovadoras atualmente recomendadas e que beneficiam a aprendizagem e o desenvolvimento de todos. Os agentes do campo da Educação Especial disponibilizam, por meio de suas pesquisas, diversas produções que, em conjunto, indicam possibilidades para a efetivação da inclusão escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research aimed to systematize the main proposals for teaching in Special Education, within the scope of its academic field in Brazil. The theoretical framework is based on Bourdieu (2004a) and Bourdieu, Chamboredon e Passeron (2007), Hey (2008) and previous research (Casagrande, 2020, 2021; Casagrande; Mainardes, 2021a, 2021b; Mainardes; Casagrande, 2022) on the academic field of Special Education. It is characterized as a study of a qualitative, exploratory nature and a bibliographic research type procedure. As a result, a set of proposals from field agents was found, organized into two categories, named as follows: 1. Broader teaching proposals: accessibility, Multi-layered Support System, School Inclusion Support Professionals; and 2. More specific teaching proposals: Universal Design for Learning, Collaborative Teaching, Curricular Differentiation, Evidence-Based Practices, Individualized Educational Plan, Cooperative Learning, Active Methodologies and Assistive Technology. These proposals make up the so-called innovative inclusive practices currently recommended, and which benefit everyone&#8217;s learning and development. Agents in the field of Special Education provide, through their research, several productions that, together, indicate possibilities for achieving school inclusion.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación tuvo como objetivo sistematizar las principales propuestas para la enseñanza en Educación Especial, en el ámbito de su campo académico en Brasil. El marco teórico se basa en Pierre Bourdieu (2004a) y Bourdieu, Chamboredon e Passeron (2007), Hey (2008) e investigaciones previas (Casagrande, 2020, 2021; Casagrande; Mainardes, 2021a, 2021b; Mainardes; Casagrande, 2022) sobre el campo académico de la Educación Especial. Se caracteriza por ser un estudio de naturaleza cualitativa, exploratoria y bibliográfica. Como resultado, fue encontrado un conjunto de propuestas de los agentes del campo, organizado en dos categorías así denominadas: 1. Propuestas más amplias: accesibilidad, sistema de soporte multicapas, profesionales de apoyo a la inclusión escolar; y 2. Propuestas más específicas: diseño universal para el aprendizaje, enseñanza colaborativa, diferenciación curricular, prácticas basadas en evidencia, plan educativo individualizado, aprendizaje cooperativo, metodologías activas y tecnología asistiva. Las referidas propuestas componen las denominadas prácticas inclusivas innovadoras actualmente recomendadas y que benefician el aprendizaje y desarrollo de todos. Los agentes del campo de la Educación Especial hacen disponibles, por medio de sus investigaciones, diversas producciones que, en conjunto, indican posibilidades para hacer efectiva la inclusión escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Propostas de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão escolar]]></kwd>
<kwd lng="pt"><![CDATA[Campo acadêmico]]></kwd>
<kwd lng="en"><![CDATA[Teaching proposals]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[School inclusion]]></kwd>
<kwd lng="en"><![CDATA[Academic field]]></kwd>
<kwd lng="es"><![CDATA[Propuestas de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Inclusión escolar]]></kwd>
<kwd lng="es"><![CDATA[Campo académico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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