<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2024000301172</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.082.ao09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perspectivas teóricas da formação continuada no Atendimento Educacional Especializado: um estudo em teses e dissertações]]></article-title>
<article-title xml:lang="en"><![CDATA[Theoretical Perspectives of Continuing Education in Atendimento Educacional Especializado: a study in dissertations and theses]]></article-title>
<article-title xml:lang="es"><![CDATA[Perspectivas Teóricas de la Educación Continua en el Atendimento Educacional Especializado: un estudio en tesis y disertaciones]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solon]]></surname>
<given-names><![CDATA[Thiago Falcão]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira Neta]]></surname>
<given-names><![CDATA[Adelaide de Sousa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Falcão]]></surname>
<given-names><![CDATA[Giovana Maria Belém]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza CE]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>82</numero>
<fpage>1172</fpage>
<lpage>1191</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000301172&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000301172&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000301172&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em tempos de educação inclusiva, a formação continuada para professores do Atendimento Educacional Especializado (AEE), importante serviço da Educação Especial no Brasil, tornou-se objetivo fulcral para a concretização desse recente e desafiador paradigma de ensino. As teorias e referenciais teóricos mobilizados nessa formação também merecem atenção, pois de algum modo, foram redirecionados em consonância com os pressupostos da inclusão escolar. Com esteio na Psicologia Histórico-Cultural de Vigotski, este escrito objetiva conhecer as perspectivas teóricas presentes em propostas de formação continuada para professores do AEE. Assumindo natureza qualitativa, o estudo se caracteriza como Estado da Arte. O mapeamento recorreu à Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), resultando em sete dissertações que foram analisadas mediante a Análise de Conteúdo. O estudo expressou que, embora existam reconhecidos avanços provenientes da perspectiva da educação inclusiva, a confluência entre diferentes abordagens teóricas é premente na formação continuada para o AEE. O ecletismo de teorias torna os professores do AEE profissionais genéricos, formatados para responder a determinado fim, sem embasamentos teóricos claros e consistentes. Urge pensar numa formação coletiva e transformadora, em que os sentidos produzidos pelos professores os ajudem a superar, criticamente, as contradições que envolvem a sua atuação e formação docentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In times of inclusive education, continuing training for Atendimento Educacional Especializado (AEE) teachers, an important Special Needs Education service in Brazil, has become a key goal for the implementation of this recent and challenging teaching paradigm. Theories and theoretical references surrounding the subject also deserve attention as they were somehow redirected in line with the assumptions of school inclusion. Based on Vigotski's cultural-historical psychology, the article aims at approaching the theoretical perspectives adopted in proposals of continuing education for teachers working with AEE. Due to the qualitative nature of the research, the paper is a State of the Art and took the Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) as database. The data survey resulted in seven theses, which were analyzed based on Content Analysis. Although there are recognized advances from the perspective of inclusive education, the study showed that the confluence between different theoretical approaches is urgent in continuing training for AEE. The eclecticism of theories makes the AEE teachers generic professionals who are adapted and formatted to respond to a certain purpose, without clear theoretical foundations about their teaching performance. It is imperative to think of a collective and transformative training, in which the meanings produced by the teachers help them to overcome, in a critical way, the contradictions that involve their performance and training.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En tiempos de educación inclusiva, la formación continua de los docentes del Atendimento Educacional Especializado (AEE), un importante servicio de Educación Especial en Brasil, se ha convertido en un objetivo clave para la implementación de este reciente y desafiante paradigma de enseñanza. Las teorías y las referencias teóricas que movilizan el tema también merecen atención, ya que de alguna manera fueron reorientados en línea con los supuestos de la inclusión escolar. Basado en la psicología histórico-cultural de Vigotski, el artículo tiene como objetivo acercarse a las perspectivas teóricas adoptadas en las propuestas de formación permanente para maestros que actúan en el AEE. Dada la naturaleza cualitativa de esta investigación, el estudio es un estado del arte y tomó como base de datos la Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). El levantamiento de datos resultó en siete disertaciones, que fueron analizadas a partir del Análisis de Contenido. Aunque existen avances reconocidos desde la perspectiva de la educación inclusiva, el estudio demostró que la confluencia entre diferentes enfoques teóricos es urgente en la formación continua del AEE. El eclecticismo de las teorías convierte los docentes del AEE en profesionales genéricos que se adaptan y formatean para responder a un determinado propósito, sin fundamentos teóricos claros sobre su desempeño docente. Es imperativo pensar en una formación colectiva y transformadora, en la que los significados producidos por los maestros los ayuden a superar, de manera crítica, las contradicciones que envuelven su desempeño y formación]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação continuada]]></kwd>
<kwd lng="pt"><![CDATA[Atendimento Educacional Especializado]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão.]]></kwd>
<kwd lng="en"><![CDATA[Continuing training]]></kwd>
<kwd lng="en"><![CDATA[Atendimento Educacional Especializado]]></kwd>
<kwd lng="en"><![CDATA[Inclusion.]]></kwd>
<kwd lng="es"><![CDATA[Formación continua]]></kwd>
<kwd lng="es"><![CDATA[Atendimento Educacional Especializado]]></kwd>
<kwd lng="es"><![CDATA[Inclusión.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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