<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052017000300049</article-id>
<article-id pub-id-type="doi">10.12957/teias.2017.28796</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[TENSÕES ENTRE POLÍTICAS, CURRÍCULOS E EXPERIÊNCIAS INCLUSIVAS NA FORMAÇÃO DOS PROFESSORES EM SÃO GONÇALO.]]></article-title>
<article-title xml:lang="en"><![CDATA[TENSIONS BETWEEN POLITICS, CURRICULUMS AND INCLUSIVE EXPERIENCES IN THE TRAINING OF TEACHERS IN SÃO GONÇALO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribetto]]></surname>
<given-names><![CDATA[Anelice]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Gilcelia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro &#8211; FFP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro &#8211; FFP  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2017</year>
</pub-date>
<volume>18</volume>
<numero>50</numero>
<fpage>49</fpage>
<lpage>69</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052017000300049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052017000300049&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052017000300049&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este texto tem como finalidade apresentar resultados do Projeto de Pesquisa que leva o nome do artigo e que teve três objetivos: primeiro, analisar o currículo do Curso de Pedagogia da FFP da UERJ e problematizar as lógicas e sentidos produzidos pelo mesmo com referência ao campo da Educação Especial na Formação dos Professores, especificamente dos pedagogos. Segundo, cartografar práticas de professores egressos do mesmo Curso que trabalhassem em escolas regulares com alunos com deficiências para tornar visível e enunciar os efeitos e experiências que relacionam a formação inicial e continuada com os desafios da inclusão no cotidiano escolar. O terceiro objetivo foi analisar e intervir no processo formativo de alunos que participaram do Subprojeto PIBID/CAPES/UERJ do Curso de Pedagogia da FFP, através dos projetos direcionados ao estudo das diferenças em educação tensionando os achados de pesquisa de campo com elementos teóricos e políticos do próprio Curso.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This text aims to show the results that state the effects of the Research Project "Tensions between Politics and Inclusive Experiences in Teacher Training in São Gonçalo" The research had three main objectives. The first was to analyze the curriculum of the Pedagogy Course of the Faculty of Teacher Training (FFP) of the UERJ after the year 2006 and to problematize the logics and meanings produced by it with reference to the field of Special Education in Teacher Training, specifically of pedagogues. The second objective was to map practices of teachers from the same Course who worked in regular schools with students with disabilities, global developmental disorders and high skills / gifting, in São Gonçalo (RJ) to make visible and state the effects and experiences Which relate initial and continuing formation to the challenges of inclusion in school daily life. The third objective was to analyze and intervene in the formative process of students who participated in the PIBID / CAPES / UERJ Subproject of the Pedagogy Course of FFP, through the projects directed to the study of differences in education and policies and / or practices of school inclusion, stressing the findings of field research with theoretical and political elements of the Course itself.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[educação especial]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[curso de pedagogia]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy course]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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