<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992018000100199</article-id>
<article-id pub-id-type="doi">10.14244/198271992124</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Modos de conceber, possibilidades de significar: trabalhando com geometria no contexto da inclusão escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Ways of conceiving, possibilities of signifying: working with geometry in the school inclusion context]]></article-title>
<article-title xml:lang="es"><![CDATA[Modos de concebir, posibilidades de significar: la utilización de la geometría en el contexto de la inclusión escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Custódio]]></surname>
<given-names><![CDATA[Iris Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luvison]]></surname>
<given-names><![CDATA[Cidinéia da Costa]]></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 São Francisco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto de Ensino Superior de Itapira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade São Francisco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>12</volume>
<numero>1</numero>
<fpage>199</fpage>
<lpage>217</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992018000100199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992018000100199&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992018000100199&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo pauta-se pelos princ&#237;pios te&#243;ricos e metodol&#243;gicos da perspectiva hist&#243;rico- -cultural, a fim de contribuir com as an&#225;lises sobre modos de elabora&#231;&#227;o de conhecimento por alunos com defici&#234;ncias. Trata-se de um recorte de uma pesquisa de mestrado, desenvolvida no &#226;mbito do Programa Observat&#243;rio da Educa&#231;&#227;o - OBEDUC (Brasil), que tem como foco as pr&#225;ticas de letramento matem&#225;tico escolar e a forma&#231;&#227;o docente. A equipe do projeto &#233; constitu&#237;da por cinco professoras do ciclo de alfabetiza&#231;&#227;o de escolas p&#250;blicas, quatro p&#243;s-graduandas e quatro docentes da universidade. Quinzenalmente, o grupo se re&#250;ne para estudar, selecionar tarefas para realizar em sala de aula e compartilhar narrativas das pr&#225;ticas produzidas pelas professoras. O texto focaliza o movimento de significa&#231;&#245;es no decorrer do processo de ensino e aprendizagem de conceitos geom&#233;tricos com um aluno de um 3&#186; ano do ensino fundamental, diagnosticado com transtorno do espectro autista. Os resultados revelam que as possibilidades de aprendizagem de todos os alunos, com ou sem defici&#234;ncias, est&#227;o atreladas &#224;s condi&#231;&#245;es oferecidas pelo meio circundante. Desse modo, enfatizam-se as rela&#231;&#245;es intersubjetivas ocorridas durante as atividades mediadas pelas palavras e instrumentos t&#233;cnico-semi&#243;ticos. Ao ensinar, no contexto da pol&#237;tica de inclus&#227;o escolar, o desafio dos professores &#233; criar as condi&#231;&#245;es educacionais para todos os alunos presentes em sala de aula, sem perder de vista as singularidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study is guided by the theoretical and methodological principles of the cultural-historical perspective, in order to contribute to the analysis of knowledge elaboration means used by students with disabilities. The present text is a fragment of a master&#8217;s research, developed within the Observatory of Education Program - OBEDUC (Brazil), which focuses on the practices of mathematical literacy and teacher training. The project team is composed by five teachers from the public-school literacy cycle, four postgraduate students, and four university professors. In bi-weekly meetings the group works to study, to select tasks that will be performed in classrooms, and to share narratives about the work accomplished by the teachers in their respective schools. The text focuses on the movement of meanings during the process of teaching and learning geometric concepts with a third-grade student diagnosed with Autism Spectrum Disorder. The results show that the learning possibilities of all students, with or without disabilities, are intertwined to the conditions offered by the surrounding environment. Therefore, the intersubjective relations that occur during the activities mediated by words and technical-semiotic instruments are emphasized. In this sense, the school has a key role. By teaching, in the context of school inclusion policy, the challenge for teachers is to create the educational conditions for every student in the classroom, while not losing sight of their singularities.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio se gu&#237;a por los principios te&#243;ricos y metodol&#243;gicos de la perspectiva hist&#243;rico- -cultural con el fin de contribuir al an&#225;lisis de los modos de desarrollo de conocimiento por los estudiantes con discapacidades. Se trata de un recorte de una investigaci&#243;n de maestr&#237;a, desarrollada en el marco del Programa Observatorio de la Educaci&#243;n - OBEDUC (Brasil), que tiene como foco las pr&#225;cticas de letramento matem&#225;tico escolar y la formaci&#243;n docente. El equipo del proyecto est&#225; formado por cinco profesoras del ciclo de alfabetizaci&#243;n de la escuela p&#250;blica, cuatro alumnas de cursos de postgrado y cuatro profesores universitarios. Quincenalmente, el grupo se re&#250;ne para estudiar, seleccionar tareas para realizar en el aula y compartir narrativas de las pr&#225;cticas producidas por las profesoras. El texto se centra en el movimiento de los significados en el curso del proceso de ense&#241;anza y aprendizaje de conceptos geom&#233;tricos con un estudiante de tercer a&#241;o de la escuela primaria, con un diagn&#243;stico de trastorno de espectro autista. Los resultados muestran que las oportunidades de aprendizaje para todos los estudiantes, con o sin discapacidad, est&#225;n en las condiciones ofrecidas por el entorno que lo rodea. Por lo tanto, las relaciones interpersonales que se producen durante las actividades mediadas por las palabras y los instrumentos t&#233;cnicos semi&#243;ticos. En este sentido, la escuela tiene un papel fundamental. Mediante la ense&#241;anza en el contexto de la pol&#237;tica de inclusi&#243;n escolar, el reto para los maestros es crear las condiciones educativas para todos los estudiantes presentes en el aula, sin perder de vista las singularidades.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Teoria Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Intersubjetividade]]></kwd>
<kwd lng="en"><![CDATA[Historical-Cultural Theory]]></kwd>
<kwd lng="en"><![CDATA[Intersubjectivity]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Education]]></kwd>
<kwd lng="es"><![CDATA[Teoría Histórico-Cultural]]></kwd>
<kwd lng="es"><![CDATA[Educación Inclusiva]]></kwd>
<kwd lng="es"><![CDATA[La Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Intersubjetividad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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