<?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>S1982-03052023000200057</article-id>
<article-id pub-id-type="doi">10.12957/teias.2023.74048</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[NARRATIVAS DE ALUNOS COM DEFICIÊNCIA SOBRE SUAS VIVÊNCIAS ESCOLARES]]></article-title>
<article-title xml:lang="en"><![CDATA[NARRATIVES OF STUDENTS WITH DISABILITIES ABOUT THEIR SCHOOL EXPERIENCES]]></article-title>
<article-title xml:lang="es"><![CDATA[NARRATIVAS DE ESTUDIANTES CON DISCAPACIDAD SOBRE SUS EXPERIENCIAS ESCOLARES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barbuio]]></surname>
<given-names><![CDATA[Rodrigo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Ana Paula de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade São Francisco Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>73</numero>
<fpage>57</fpage>
<lpage>69</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052023000200057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052023000200057&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052023000200057&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O estudo focaliza a temática da inclusão escolar a partir da visão de alunos com deficiência inseridos nos anos finais do ensino fundamental. Trata-se de uma pesquisa orientada pelos pressupostos teórico-metodológicos da perspectiva histórico-cultural do desenvolvimento humano, em articulação com a pesquisa narrativa. Apoiada na indagação sobre o modo como alunos com deficiência têm vivenciado a escola comum, a investigação teve como objetivo compreender os sentidos que eles atribuem a suas vivências escolares. O trabalho de campo ocorreu em uma escola pública de um município paulista junto a três alunos com deficiência. O instrumento principal de construção de dados foi a narrativa oral produzida pelos participantes do estudo em interação com o pesquisador. As falas foram audiogravadas, transcritas e analisadas à luz do referencial teórico. Os resultados indicam que os alunos, em seu relato, revelam os sentidos que a escola e as práticas escolares têm para eles: sentimentos como frustração, incompreensão, solidão e silenciamento são expostos. Os achados contribuem para reflexões acerca de caminhos possíveis para a efetivação de práticas pedagógicas mais inclusivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study focuses on the issue of school inclusion from the point of view of students with disabilities in their final years of elementary school. It is a research guided by the theoretical-methodological assumptions of the historical-cultural perspective of human development, in articulation with a narrative research. Supported by the questioning about how students with disabilities have experienced the common school, this investigation aimed to understand the meanings that they attribute to school experiences. The fieldwork took place in a public school in a city in São Paulo with three students with disabilities. The main instrument for constructing data was the oral narrative produced by the study participants while they interacted with the researcher. The speeches were audio-recorded, transcribed, and analyzed in light of the theoretical framework. The results indicate that the students, in their report, reveal the meanings that the school and school practices have produced on them: feelings such as frustration, misunderstanding, loneliness and silencing are exposed. The findings contribute to reflections on possible ways to implement more inclusive pedagogical practices.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio se centra en la cuestión de la inclusión escolar desde la óptica de los alumnos con discapacidad insertos en los últimos años de la enseñanza fundamental. Es una investigación guiada por los presupuestos teórico-metodológicos de la perspectiva histórico-cultural del desarrollo humano, en articulación con una investigación narrativa. Apoyada en la pregunta acerca de cómo los estudiantes con discapacidad han experimentado la escuela común, la investigación tuvo como objetivo comprender los significados que ellos atribuyen a sus experiencias escolares. El trabajo de campo se realizó en una escuela pública de una ciudad de São Paulo con tres alumnos con discapacidad. El principal instrumento de construcción de datos fue la narrativa oral producida por los participantes del estudio en interacción con el investigador. Los discursos fueron grabados en audio, transcriptos y analizados a la luz del marco teórico. Los resultados indican que los estudiantes, en su relato, revelan los significados que la escuela y las prácticas escolares tienen para ellos: se exponen sentimientos como la frustración, la incomprensión, la soledad y el silenciamiento. Los hallazgos contribuyen a la reflexión sobre posibles formas de implementar prácticas pedagógicas más inclusivas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[teoria histórico-cultural]]></kwd>
<kwd lng="pt"><![CDATA[educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[alunos com deficiência]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa narrativa]]></kwd>
<kwd lng="pt"><![CDATA[vivência]]></kwd>
<kwd lng="en"><![CDATA[cultural-historical theory]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[students with disabilities]]></kwd>
<kwd lng="en"><![CDATA[narrative research]]></kwd>
<kwd lng="en"><![CDATA[experience]]></kwd>
<kwd lng="es"><![CDATA[tres a cinco palabras claves]]></kwd>
<kwd lng="es"><![CDATA[en español]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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