<?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>S1982-03052020000100121</article-id>
<article-id pub-id-type="doi">10.12957/teias.2020.48655</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O PROCESSO DE FORMAÇÃO CONTINUADA DOS PROFESSORES DAS SALAS DE RECURSOS MULTIFUNCIONAIS PARA O USO DA TECNOLOGIA ASSISTIVA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PROCESS OF CONTINUING TRAINING OF TEACHERS IN MULTIFUNCTIONAL RESOURCE ROOMS FOR THE USE OF ASSISTIVE TECHNOLOGY]]></article-title>
<article-title xml:lang="es"><![CDATA[EL PROCESO DE FORMACIÓN CONTINUA DE MAESTROS EN SALAS MULTIFUNCIONALES DE RECURSOS PARA EL USO DE TECNOLOGÍA ASISTIVA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farias]]></surname>
<given-names><![CDATA[Degiane da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Mayara de Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,UFPA  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,UFPA Programa de Pós-Graduação de Criatividade e Inovação em Metodologias de Ensino Superior ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</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>21</volume>
<numero>60</numero>
<fpage>121</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052020000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052020000100121&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052020000100121&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo reflete sobre a constituição do processo de formação continuada de professores para o uso da Tecnologia Assistiva - conjunto de equipamentos, recursos e serviços que oferecem condições às pessoas com deficiência para que tenham maior independência e autonomia e, ainda, promovem a inclusão. Pesquisa de abordagem qualitativa, sob os pressupostos de Minayo (2003), e adotando a abordagem exploratório-explicativa em Leopardi (2002) e Lakatos e Marconi (2011). A coleta de dados empregou o questionário T.A.E e a entrevista semiestruturada. Os dados foram tratados e discutidos com embasamento teórico da análise do conteúdo de Bardin (2010). A formulação teórica baseou-se em Tonolli e Bersch (2006); Libâneo (2001); Machado (2010); Hummel (2015), entre outros. O estudo trouxe como resultado denúncias relacionadas à ausência de materiais pedagógicos, equipamentos e formação voltada para a inclusão e para o uso de novas tecnologias, a exemplo da Tecnologia Assistiva, apontando para a urgência de fortalecer parcerias para a consolidação de um projeto de sociedade inclusiva, cuja marca é educar na diferença e pela diversidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper aims to reflect on how the process of continuing education of teachers has been constituted for the use of assistive technology. assistive technology taken here as the whole set of equipment, resources and services that give people with disabilities conditions to have greater independence and autonomy, and further promote inclusion. this research was built based on the qualitative approach according to the assumptions of Minayo (2003) adopting the exploratory-explanatory type of research in Leopardi (2002) and Lakatos and Marconi (2011). to consolidate the data collection, the T.A.E questionnaire and the semi-structured interview were used. the data were treated and discussed based on the theoretical foundations of content analysis in Bardin (2010). the theoretical formulation was based on authors such as: Tonolli and Bersch (2006); Libâneo (2001); Machado (2010), Hummel (2015) among others. this study resulted in complaints related to the absence of pedagogical materials, equipment and training focused on inclusion and the use of new technologies, such as assistive technology. these notes signify the urgency to strengthen the partnerships necessary to consolidate an inclusive society project that assumes as a mark of educating in difference and diversity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este texto propone reflexionar sobre cómo se ha constituido el proceso de educación continua de los docentes para el uso de la tecnología de asistencia. La tecnología de asistencia se toma aquí como un conjunto completo de equipos, recursos y servicios que brindan a las personas con discapacidades condiciones para tener una mayor independencia y autonomía, y promover aún más la inclusión. Esta investigación fue construida en base al enfoque cualitativo de acuerdo con los supuestos de Minayo (2003) adoptando el tipo de investigación exploratoria explicativa en Leopardi (2002) y Lakatos y Marconi (2011). Para consolidar la recopilación de datos, se utilizaron el cuestionario T.A.E y la entrevista semiestructurada. Los datos fueron tratados y discutidos en base a los fundamentos teóricos del análisis de contenido en Bardin (2010). La formulación teórica se basó en autores como: Tonolli y Bersch (2006); Libâneo (2001); Machado (2010), Hummel (2015) entre otros. Este estudio dio lugar a quejas relacionadas con la ausencia de materiales pedagógicos, equipos y capacitación centrados en la inclusión y el uso de nuevas tecnologías, como la tecnología de asistencia. Estas notas significan la urgencia de fortalecer las asociaciones necesarias para consolidar un proyecto de sociedad inclusiva que asume como una marca de educación en la diferencia y la diversidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[inclusão escolar]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologia Assistiva]]></kwd>
<kwd lng="pt"><![CDATA[formação continuada]]></kwd>
<kwd lng="en"><![CDATA[school inclusion]]></kwd>
<kwd lng="en"><![CDATA[assistive technology]]></kwd>
<kwd lng="en"><![CDATA[continuing education]]></kwd>
<kwd lng="es"><![CDATA[inclusión escolar]]></kwd>
<kwd lng="es"><![CDATA[tecnología de asistencia]]></kwd>
<kwd lng="es"><![CDATA[educación continua]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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