<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062020000100073</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v30.n.63.s14219</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A FORMAÇÃO DO PEDAGOGO E SUA ATUAÇÃO EM EQUIPES MULTIPROFISSIONAIS DE ATENDIMENTO A CRIANÇAS ESPECIAIS]]></article-title>
<article-title xml:lang="en"><![CDATA[THE FORMATION OF THE TEACHERAND THEIRROLEIN MULTIPROFESSIONAL TEAMS OF SERVICE TO SPECIAL CHILDREN]]></article-title>
<article-title xml:lang="es"><![CDATA[LA FORMACIÓN DEL EDUCADOR Y SU ACCIÓN EN EQUIPOS MULTIPROFESIONALES EN LOS ASISTENCIA A LOS NIÑOS ESPECIALES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Conde]]></surname>
<given-names><![CDATA[Erica Pires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[Bruno Melo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina Piauí]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Piauí  ]]></institution>
<addr-line><![CDATA[Teresina Piauí]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>30</volume>
<numero>63</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062020000100073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062020000100073&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062020000100073&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Diante das novas mudanças sociais, o profissional de Pedagogia passou a atuar em áreas diversas. Com base nessa afirmação, inquiriu-se: o pedagogo está nos grupos multiprofissionais de atendimento a crianças especiais? Assim, foram os objetivos deste estudo: identificar se o pedagogo aparece nas equipes multiprofissionais de terapias de crianças com necessidades educativas especiais, constatar qual o lócus do pedagogo nesses grupos e mostrar a importância em haver um profissional de Pedagogia em uma equipe multiprofissional. A pesquisa foi do tipo descritiva, de cunho qualitativo, no espaço cibernético, WhatsApp, com cinco pessoas que faziam parte de um grupo de 11 mães de crianças especiais. O profissional de Pedagogia é o responsável por fazer reflexões contínuas sobre o processo de ensino-aprendizagem no espaço escolar ou fora dele. Sua importância em uma equipe multiprofissional consiste, sobretudo, em ensinar o currículo escolar. O resultado mostra que o pedagogo, regra geral, não aparece nesses grupos multiprofissionais de terapia e, quando está presente, continua atuando apenas no espaço escolar, geralmente, como acompanhante pedagógico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Faced with the new social changes, the pedagogy professional began to work in diverse areas. Based on this statement, weask: Is the pedagogue in the multiprofessional groups of care for special children? Thus, the objectives were: to identify if the pedagogue appears in the multiprofessional teams of therapies for children with special educational needs, to verify the pedagogic locus in these groups and to show the importance of having a pedagogical professional in a multiprofessional team. We did a descriptive, qualitative research, in the cyberspace, WhatsAp, with five people who were part of a group of 11 mothers of special children. The pedagogy professional is responsible for continuous reflections on the teaching-learning process in the school space or out of it. Its importance in a multiprofessional team is to teach the school curriculum. The result shows that the pedagogue, as a rule, does not appear in these multiprofessional therapy groups, and, when present, continues to act only in the school space, as often, as a pedagogical companion.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen A la vista de los nuevos cambios, la actuación del profesional de pedagoía se ha convertido para variadas áreas. Basado en esa declaración, se cuestionó:¿El profesores se encuentra en los grupos multiprofesionales de atención para niñosespeciales? Así, han sido los objetivos de este estudio: identificar si pedagogo forma parte de los equipos multiprofesionales de terapias para niños con necesidades educativas especiales, probar qué locus el profesor tiene ocupado en esos grupos y mostrar la importancia de haber un profesional de pedagogía en un equipo multiprofesional. La investigación ha sido de tipo descriptivo, de carácyer cualitativo, en el ciberespacio, WhatsApp, con cinco personas que han formado parte de un equipo de 11 madres de niños especiales. El profesional de pedagogía es responsable de las continuas reflexiones sobre el proceso de enseñanza-aprendizaje en la escuela o afuera de ella. Su importancia nun equipo multidisciplinar es,sobretodo,enseñar el plan de estudios. El resultado muestra que el pedagogo, frecuentemente,no hace parte de esos equipos multiprofesionales de terapia y, quando lo hace, permanece actundo solo en el espacio de la escuela, en general, como acompañante pedagógico.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogo]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="pt"><![CDATA[Equipes Multiprofissionais]]></kwd>
<kwd lng="en"><![CDATA[Pedagogue]]></kwd>
<kwd lng="en"><![CDATA[Formation]]></kwd>
<kwd lng="en"><![CDATA[Multiprofessional Teams]]></kwd>
<kwd lng="es"><![CDATA[Educador]]></kwd>
<kwd lng="es"><![CDATA[Formación]]></kwd>
<kwd lng="es"><![CDATA[Equipos Multiprofesionales]]></kwd>
</kwd-group>
</article-meta>
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