<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442022000100256</article-id>
<article-id pub-id-type="doi">10.5902/1984644453191</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclusão e Exclusão: Tensões Socioeducacionais Frente ao atendimento à diversidade humana]]></article-title>
<article-title xml:lang="es"><![CDATA[Inclusion and Exclusion: Socio-educational Tensions Facing the service to human diversity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cirino]]></surname>
<given-names><![CDATA[Roseneide Maria Batista]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Gilmar de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Paraná Campus Paranaguá  ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442022000100256&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442022000100256&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442022000100256&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo tem como tema as tensões acerca da inclusão e exclusão escolar vivenciadas por professores universitários quando têm que orientar seus acadêmicos. Delineou-se como objetivo compreender as tensões acerca da inclusão e exclusão vivenciadas no processo de formação de professores. Para tanto, buscaram-se os fundamentos teóricos em Skliar, Lessa e Tonet, Cury, Santos além, de leituras de documentos institucionais como os Projetos Pedagógicos dos Cursos (PPCs), as Diretrizes Nacionais para a formação de professores e o documento de Políticas para Educação Especial Inclusiva. A metodologia pautou-se na abordagem qualitativa sendo utilizado como instrumento para coleta de dados cinco (5) situações problemas do cotidiano escolar, da Educação Básica, referente à aprendizagem de alunos do ensino fundamental anos finais. Os sujeitos foram os professores universitários atuantes em cinco (5) cursos de licenciatura de uma universidade pública do Estado do Paraná. Os dados, construídos por ocasião da pesquisa e pontuados neste artigo, indicam a necessidade de desmitificar ideias que reforçam a categorização do ser humano. Neste sentido, concluímos que articular a formação teórica à vivência prática na realidade da escola básica permite que as tensões ensejadas em torno da inclusão e exclusão, pelo confronto com situações do cotidiano da Educação Básica, impulsionem o olhar do acadêmico em formação à diversidade humana presente na escola, além de fornecer direcionamentos na busca de alternativas pedagógicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study discusses the theme of tensions concerning school inclusion and exclusion experienced by university professors when they have to mentor their students. Its objective was to understand these tensions about inclusion and exclusion through the process of teacher education. Therefore, the theoretical foundations were sought in Skliar, Lessa and Tonet, Cury, Santos, besides readings of institutional documents such as the Courses Pedagogical Projects (PPCs), the National Guidelines for Teacher Education and the Policy for Inclusive Special Education. The methodology was based on the qualitative approach, in which five (5) situations of everyday school problems, of Basic Education, referring to the learning of elementary school students in the final year were used to collect data. The subjects were University Professors working in five (5) undergraduate courses of a public State University of Paraná. The data constructed at the time of the research, and punctuated in this article, indicate the need to demystify ideas that reinforce the human being categorization. In this sense, we conclude that articulating theoretical education with practical experience in basic school reality allows the tensions created around inclusion and exclusion, due to the confrontation with everyday situations in Basic Education, to boost the view of the academic in training to human diversity at school, in addition to providing guidance in the search for pedagogical alternatives.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão e Exclusão]]></kwd>
<kwd lng="pt"><![CDATA[Diversidade Humana]]></kwd>
<kwd lng="en"><![CDATA[Teacher Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusion and Exclusion]]></kwd>
<kwd lng="en"><![CDATA[Human Diversity]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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