<?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>1981-0431</journal-id>
<journal-title><![CDATA[Linhas Críticas]]></journal-title>
<abbrev-journal-title><![CDATA[Linhas Críticas]]></abbrev-journal-title>
<issn>1981-0431</issn>
<publisher>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-04312018000100303</article-id>
<article-id pub-id-type="doi">10.26512/lc.v24i0.18965</article-id>
<title-group>
<article-title xml:lang="fr"><![CDATA[Inclure les enfants autistes en milieu ordinaire. Quelle relation entre agir, formation et identité professionnelle des enseignants de lettres?]]></article-title>
<article-title xml:lang="pt"><![CDATA[Incluir crianças autistas em escolas regulares. Qual relação entre práticas, formação e identidade profissional dos professores de letras?]]></article-title>
<article-title xml:lang="es"><![CDATA[Incluir niños autistas en escuelas regulares. ¿Qué relación entre prácticas, formación e identidad profesional de los profesores de letras?]]></article-title>
<article-title xml:lang="en"><![CDATA[Include autistic children in regular schools. What is the relation between practices, formation and professional identity of teachers of letters?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dizerbo]]></surname>
<given-names><![CDATA[Anne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Normandie Université  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Francia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2018</year>
</pub-date>
<volume>24</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312018000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312018000100303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312018000100303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé La politique d&#8217;inclusion menée dans le cadre de la loi 2005 a ouvert en France un droit à la compensation et à la scolarisation en milieu ordinaire des enfants en situation de handicap dont il est important de comprendre les effets sur les pratiques enseignantes. Dans cette perspective, ma contribution présentera le début d&#8217;une recherche qualitative inscrite dans le champ de la recherche biographique en éducation. Elle questionnera l&#8217;inclusion des enfants autistes au collège et au lycée par des enseignants de lettres n&#8217;ayant reçu aucune formation spécifique. À partir d&#8217;entretiens biographiques il s&#8217;agira d&#8217;apporter un éclairage sur les différents facteurs qui influencent leur agir, notamment l&#8217;identité professionnelle construite par l&#8217;enseignant, envisagé dans sa dimension multiple, dynamique, individuelle et sociale, et à l&#8217;aune des conceptions éthiques qui la sous-tendent.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A política de inclusão desenvolvida no escopo da lei 2005 na França concedeu o direito à escolarização em escolas regulares às crianças deficientes. Torna-se, então, importante compreender os efeitos dessa mudança para as práticas dos professores. Este trabalho apresentará o início de uma pesquisa qualitativa inscrita no campo da pesquisa biográfica em educação, a fim de questionar a inclusão das crianças autistas no ensino fundamental II e ensino médio face a professores de letras que não receberam nenhuma formação específica. A partir de entrevistas biográficas, pretende-se discutir sobre os diferentes fatores que influenciam as práticas docentes, em especial a construção da identidade profissional dos professores a partir de uma perspectiva múltipla, dinâmica, individual e social, considerando as concepções éticas que estão na base desta política.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La política de inclusión desarrollada en el ámbito de la ley 2005 en Francia concedió el derecho a la escolarización en escuelas regulares a los niños discapacitados. Por lo tanto, es importante comprender los efectos de este cambio en las prácticas de los profesores. Este trabajo presentará el inicio de una investigación cualitativa inscrita en el campo de la investigación biográfica en educación, a fin de cuestionar la inclusión de los niños autistas en la enseñanza fundamental II y enseñanza media frente a profesores de letras que no recibieron ninguna formación específica. A partir de entrevistas biográficas, se pretende discutir sobre los diferentes factores que influencian las prácticas docentes, en especial la construcción de la identidad profesional de los profesores a partir de una perspectiva múltiple, dinámica, individual y social, considerando las concepciones éticas que están en la base de esta política.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The inclusion policy carried introduced led by the 2005 disability act in France gave rise to the right for compensation and for schooling children with a disability in ordinary school settings. It is relevant to understand their effects on the practices of the teachers. In this perspective, this paper presents the beginning stages of a qualitative research carried out within the framework of biographic research in education. We examine the inclusion of autistic children in secondary and high schools by literature teachers having no specific training background on the field of disabilities. Drawing from biographic interviews we try to cast light on various factors that their behaviour and practices, in particular the professional identity built by the teacher, envisaged in its plural, dynamic, individual and social dimensions, and from the perpective of the ethical conceptions which underlie it.]]></p></abstract>
<kwd-group>
<kwd lng="fr"><![CDATA[Inclusion]]></kwd>
<kwd lng="fr"><![CDATA[situation de handicap]]></kwd>
<kwd lng="fr"><![CDATA[Identité professionnelle]]></kwd>
<kwd lng="fr"><![CDATA[Formation]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Identidade profissional]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad]]></kwd>
<kwd lng="es"><![CDATA[Identidad profesional]]></kwd>
<kwd lng="es"><![CDATA[Entrenamiento]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Disability]]></kwd>
<kwd lng="en"><![CDATA[Professional identity]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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