<?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>S1984-686X2023000100270</article-id>
<article-id pub-id-type="doi">10.5902/1984686x84710</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Subjetividade social da escola e os desafios à inclusão]]></article-title>
<article-title xml:lang="en"><![CDATA[Social subjectivity of the school and challenges to inclusion]]></article-title>
<article-title xml:lang="es"><![CDATA[Subjetividad social de la escuela y desafíos para la inclusión]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossato]]></surname>
<given-names><![CDATA[Maristela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martínez]]></surname>
<given-names><![CDATA[Albertina Mitjáns]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></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=S1984-686X2023000100270&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100270&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100270&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo tem por objetivo promover uma reflexão sobre o valor da subjetividade social da escola na compreensão dos processos educativos escolares e sua contribuição aos processos de inclusão educacional. O conceito de subjetividade social será trabalhado no contexto da Teoria da Subjetividade desenvolvida por Fernando González Rey, numa perspectiva cultural-histórica. A subjetividade social pode ser definida pela produção de grupos sociais do conjunto de crenças, normatividades, valores, representações, etc. que constituem e permeiam suas ações e relações. Ao longo do artigo são exploradas pesquisas realizadas nos últimos 20 anos que trabalharam com o conceito de subjetividade social no contexto escolar, extraindo contribuições para o enfrentamento dos desafios da consolidação inclusão educacional. Por meio da análise das pesquisas, foram identificadas 3 (três) dimensões compreensivas que auxiliam na compreensão de como a subjetividade social da escola pode atuar na consolidação de princípios, correção de distorções e superação de preconceitos aos processos de inclusão escolar. Foram destacadas as contribuições à constituição da subjetividade social da escola, o valor do reconhecimento da subjetividade social da escola e os desafios à promoção de mudanças na subjetividade social da escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article aims to promote a reflection on the value of the school's social subjectivity in understanding school educational processes and its contribution to educational inclusion processes. The concept of social subjectivity will be worked on in the context of the Theory of Subjectivity developed by Fernando González Rey, in a cultural-historical perspective. Social subjectivity can be defined by the production of social groups from the set of beliefs, normativity, values, representations, etc. that constitute and permeate their actions and relationships. Throughout the article, studies carried out over the last 20 years that worked with the concept of social subjectivity in the school context are explored, extracting contributions to face the challenges of consolidating educational inclusion. Through the analysis of the research, 3 (three) comprehensive dimensions were identified that help in understanding how the social subjectivity of the school can act in the consolidation of principles, correction of distortions and overcoming prejudices to the processes of school inclusion. Contributions to the constitution of the social subjectivity of the school, the value of recognizing the social subjectivity of the school and the challenges to promoting changes in the social subjectivity of the school were highlighted.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo tiene como objetivo promover una reflexión sobre el valor de la subjetividad social de la escuela en la comprensión de los procesos educativos escolares y su contribución a los procesos de inclusión educativa. Se trabajará el concepto de subjetividad social en el contexto de la Teoría de la Subjetividad desarrollada por Fernando González Rey, en una perspectiva histórico-cultural. La subjetividad social puede definirse por la producción de los grupos sociales a partir del conjunto de creencias, normatividades, valores, representaciones, etc. que constituyen y permean sus acciones y relaciones. A lo largo del artículo se exploran estudios realizados en los últimos 20 años que trabajaron el concepto de subjetividad social en el contexto escolar, extrayendo aportes para enfrentar los desafíos de consolidar la inclusión educativa. A través del análisis de la investigación, fueron identificadas 3 (tres) dimensiones integrales que ayudan a comprender cómo la subjetividad social de la escuela puede actuar en la consolidación de principios, corrección de distorsiones y superación de prejuicios en los procesos de inclusión escolar. Se destacaron los aportes para la constitución de la subjetividad social de la escuela, el valor de reconocer la subjetividad social de la escuela y los desafíos para promover cambios en la subjetividad social de la escuela.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Subjetividade social]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="en"><![CDATA[Social subjectivity]]></kwd>
<kwd lng="en"><![CDATA[School inclusion]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="es"><![CDATA[Subjetividad social]]></kwd>
<kwd lng="es"><![CDATA[Inclusión escolar]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
</kwd-group>
</article-meta>
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<source><![CDATA[Representações Sociais configuradas na Subjetividade Social e suas expressões no trabalho pedagógico]]></source>
<year>2019</year>
<publisher-name><![CDATA[Universidade de Brasília]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
