<?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>1984-686X</journal-id>
<journal-title><![CDATA[Revista Educação Especial (Online)]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Espec.]]></abbrev-journal-title>
<issn>1984-686X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-686X2023000100256</article-id>
<article-id pub-id-type="doi">10.5902/1984686x74660</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclusão de alunos público-alvo da Educação Especial em uma escola multisseriada do campo]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusion of Special Education students in a multigrade school in the countryside]]></article-title>
<article-title xml:lang="es"><![CDATA[Inclusión de estudiantes de Educación Especial en una escuela multigrado del campo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Juliano Bicker]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Alexandro Braga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Simões]]></surname>
<given-names><![CDATA[Renata Duarte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Ricardo Tavares de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[Vitória ES]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-686X2023000100256&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100256&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100256&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O estudo objetiva problematizar questões que atravessam as práticas pedagógicas e os processos de inclusão de estudantes público-alvo da Educação Especial em uma escola multisseriada do campo, localizada no distrito de Aracê, município de Domingos Martins, estado do Espírito Santo. Busca fundamentação teórica em autores dedicados a constituir conhecimentos sobre a Educação do Campo e sobre Educação Especial. Adota a abordagem metodológica da pesquisa qualitativa e do estudo de caso, realizando a coleta por meio de grupos focais, com a autorização da municipalidade e da escola. Seleciona, como participantes, três professores em atuação na escola do campo analisada, que possui estudantes com deficiências matriculados em classes multisseriadas. Produz os dados no segundo semestre de 2019 e os registra em diário de campo e em gravadores. Os resultados apontam que as práticas pedagógicas de escolas do campo com classes multisseriadas sofrem atravessamentos da própria dinâmica/organização dessas classes, assim como dos modos como os currículos são planejados e praticados, da existência (ou não) de projetos político-pedagógicos e da implementação de redes de apoio à escolarização de alunos público-alvo da Educação Especial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The study aims to problematize issues that cross the pedagogical practices and inclusion processes of Special Education students in a multigrade rural school, located in the district of Aracê, municipality of Domingos Martins, state of Espírito Santo. It seeks theoretical foundations in authors dedicated to constituting knowledge about Rural Education and Special Education. It adopts the methodological approach of qualitative research and case study, carrying out the collection through focus groups, with the authorization of the municipality and the school. It selects, as participants, three teachers working in the analyzed rural school, which has students with disabilities enrolled in multigrade classes. Produces the data in the second half of 2019 and records them in a field diary and on recorders. The results indicate that the pedagogical practices of rural schools with multigrade classes are affected by the dynamics/organization of these classes, as well as the ways in which curricula are planned and practiced, the existence (or not) of political-pedagogical projects and the implementation networks to support the schooling of Special Education students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El estudiotiene como objetivo problematizar cuestiones que atraviesanlasprácticas pedagógicas y losprocesos de inclusión de estudiantes de Educación Especial en una escuela rural multigrado, ubicadaenel distrito de Aracê, municipio de Domingos Martins, estado de Espírito Santo.Busca fundamentos teóricos en autores dedicados a constituir conocimientos sobre Educación Rural y Educación Especial. Adopta el enfoque metodológico de investigacióncualitativa y estudio de caso, realizando larecolección a través de grupos focales, conlaautorizacióndelmunicipio y delcolegio. Selecciona, como participantes, a tres docentes que laboranenlaescuela rural analizada, que tienealumnoscondiscapacidad matriculados enclasesmultigrado. Producelosdatosenel segundo semestre de 2019 y los registra endiariodecampoyen registradores. Los resultados indican que lasprácticas pedagógicas de lasescuelasruralesconclasesmultigrado se venafectadas por ladinámica/organización de estas clases, así como por las formas en que se planifican y practicanlos currículos, laexistencia (o no) de proyectos político-pedagógicos y laimplementación de redes de apoyo a laescolarización de losestudiantes de Educación Especial.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escola multisseriada]]></kwd>
<kwd lng="pt"><![CDATA[Escola do campo]]></kwd>
<kwd lng="pt"><![CDATA[Práticas pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Multigrade school]]></kwd>
<kwd lng="en"><![CDATA[Field school]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical practices]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="es"><![CDATA[Escuela multigrado]]></kwd>
<kwd lng="es"><![CDATA[Escuela de campo]]></kwd>
<kwd lng="es"><![CDATA[Prácticas pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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