<?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>1982-9949</journal-id>
<journal-title><![CDATA[Reflexão e Ação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Reflex]]></abbrev-journal-title>
<issn>1982-9949</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade de Santa Cruz do Sul - EDUNISC]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-99492024000100098</article-id>
<article-id pub-id-type="doi">10.17058/rea.v32i1.18732</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepções docentes a respeito da educação especial e educação inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachear&#8217;s perceptions about special education and inclusive education]]></article-title>
<article-title xml:lang="es"><![CDATA[Percepciones de los docentes sobre la educación especial y la educación inclusiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Carla Marielly]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Michelon]]></surname>
<given-names><![CDATA[Michel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Folmer]]></surname>
<given-names><![CDATA[Vanderlei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Uruguaiana RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal Farroupilha  ]]></institution>
<addr-line><![CDATA[Uruguaiana RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Uruguaiana RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2024</year>
</pub-date>
<volume>32</volume>
<numero>1</numero>
<fpage>98</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-99492024000100098&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-99492024000100098&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-99492024000100098&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Discussões a respeito da Educação Especial e Inclusiva ainda geram muitas contradições. Isso, além de impactar nas percepções docentes, interfere diretamente na garantia do direito de aprendizagem dos estudantes público-alvo da Educação Especial. Por essa razão, nosso objetivo neste artigo foi analisar as implicações históricas e políticas nos discursos e práticas docentes, a respeito da EE e da EI. Para isso, foi utilizado como ferramenta de coleta de dados um formulário online destinado a quinze docentes dos Cursos Técnicos Integrados ao Ensino Médio. Fundamentados na Pesquisa Colaborativa e por meio da Análise Textual Discursiva, ficou evidente que os conceitos a respeito destas duas áreas de conhecimento estão mesclados. Além da fragilidade na compreensão dos termos, estes, ao serem analisados dentro de um contexto histórico e político, evidenciaram que os discursos docentes ainda podem estar fundamentados na perspectiva integracionista e no modelo médico de inclusão.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Discussions about Special and Inclusive Education still generate many contradictions. This, in addition to having an impact on teachers' perceptions, directly interferes with guaranteeing the right to learning for Special Education students. For this reason, our objective in this article was to analyze the historical and political implications in teaching discourses and practices regarding EE and EI. For this, an online form was used as a data collection tool for fifteen teachers of Integrated Technical Courses to High School. Based on Collaborative Research and through Textual Discursive Analysis, it became evident that the concepts regarding these two areas of knowledge are merged. In addition to the weakness in understanding the terms, these, when analyzed within a historical and political context, showed that the teaching discourses may still be based on the integrationist perspective and the medical model of inclusion.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Las discusiones sobre Educación Especial e Inclusiva aún generan muchas contradicciones. Esto, además de impactar en la percepción de los docentes, interfiere directamente en la garantía del derecho al aprendizaje de los estudiantes de Educación Especial. Por ello, nuestro objetivo en este artículo fue analizar las implicaciones históricas y políticas en los discursos y prácticas docentes en torno a la EE y la EI. Para ello, se utilizó un formulario en línea como herramienta de recolección de datos para quince docentes de Cursos Técnicos Integrados a la Enseñanza Media. Con base en la Investigación Colaborativa ya través del Análisis Discursivo Textual, se evidenció que los conceptos referentes a estas dos áreas de conocimiento se fusionan. Además de la debilidad en la comprensión de los términos, éstos, al ser analizados en un contexto histórico y político, mostraron que los discursos docentes aún pueden basarse en la perspectiva integracionista y el modelo médico de inclusión.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diversidade]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Colaborativa]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Inclusivas]]></kwd>
<kwd lng="en"><![CDATA[Collaborative Research]]></kwd>
<kwd lng="en"><![CDATA[Diversity]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Practices]]></kwd>
<kwd lng="es"><![CDATA[Diversidad]]></kwd>
<kwd lng="es"><![CDATA[Investigación colaborativa]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Inclusivas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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