<?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>S1981-04312020000100105</article-id>
<article-id pub-id-type="doi">10.26512/lc.v26.2020.27244</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um olhar psicanalítico sobre a inclusão de um aluno com autismo]]></article-title>
<article-title xml:lang="es"><![CDATA[Una visión psicoanalítica acerca de la inclusión de un estudiante con autismo]]></article-title>
<article-title xml:lang="en"><![CDATA[A psychoanalytic look at the inclusion of a student with autism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Izabella Lorrayne Santana de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Legnani]]></surname>
<given-names><![CDATA[Viviane Neves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Secretaria de Estado de Educação do Distrito Federal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>26</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-04312020000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-04312020000100105&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-04312020000100105&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo busca fazer uma leitura do processo de inclusão escolar de uma criança com diagnóstico de Transtorno do Espectro Autista (TEA) à luz da teoria psicanalítica. Lançar-se-á mão de um estudo de caso que conta com a participação de três professoras e de um aluno com diagnóstico de TEA. O estudo de caso foi construído por meio de observação participante e entrevistas com as professoras e a mãe do aluno. Pode-se perceber que as professoras realizam o processo inclusivo de forma ética, respeitando o aluno como sujeito, e compreendem que não há a possibilidade de inclusão de forma massificada, não cabendo, portanto, generalizações com base em diagnósticos apresentados pelos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo busca analizar el proceso de inclusión escolar de un niño diagnosticado con Trastorno del Espectro Autista (TEA) bajo la luz de la teoría psicoanalítica. Se llevará a cabo un estudio de caso con la participación de tres maestras y el estudiante diagnosticado con TEA. El estudio de caso fue construido a través de la observación participativa y entrevistas con las maestras y la madre del estudiante. Se puede ver que las maestras realizan el proceso inclusivo de una manera ética, respetando al estudiante como sujeto y entienden que no hay posibilidad de inclusión en forma masiva, no ajustando generalizaciones sobre el trabajo basado en diagnósticos presentados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article seeks to read the process of school inclusion of a child diagnosed with Autistic Spectrum Disorder (ASD) in the light of psychoanalytic theory. A case study will be conducted with the participation of three teachers and the student diagnosed with ASD. The case study was built through participant observation and interviews with the teachers and the student's mother. It can be seen that the teachers perform the inclusive process in an ethical manner, respecting the student as a subject and understand that there is no possibility of inclusion in a mass form, not fitting generalizations about the work based on diagnoses presented.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Psicanálise]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="es"><![CDATA[Autismo]]></kwd>
<kwd lng="es"><![CDATA[Psicoanálisis]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[Psychoanalysis]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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