<?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>S1984-686X2023000100311</article-id>
<article-id pub-id-type="doi">10.5902/1984686x71892</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Concepções que fundamentam os sentidos atribuídos por educadores à inclusão escolar de alunos com transtorno do espectro do autismo]]></article-title>
<article-title xml:lang="en"><![CDATA[Conceptions that ground the meanings attributed by educators to the school inclusion of students with autism spectrum disorder]]></article-title>
<article-title xml:lang="es"><![CDATA[Concepciones que fundamentan los significados atribuidos por los educadores a la inclusión escolar de alumnos con trastorno del espectro autista]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira Monteiro]]></surname>
<given-names><![CDATA[Cibele]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[de Freitas]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Itajubá  ]]></institution>
<addr-line><![CDATA[Itajubá MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade São Francisco  ]]></institution>
<addr-line><![CDATA[Itatiba SP]]></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=S1984-686X2023000100311&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100311&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100311&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo tem como foco a formação de professores e de outros profissionais da educação que atuam na escolarização de alunos com transtorno do espectro do autismo (TEA). É apresentado um estudo desenvolvido com o objetivo de identificar e analisar, no processo de formação de educadores, indícios das relações entre os sentidos atribuídos por eles à inclusão escolar de alunos com TEA e as concepções de desenvolvimento humano e de deficiência. Esse estudo integra uma pesquisa-formação, na qual as narrativas autobiográficas foram empregadas como instrumento investigativo e formativo. Durante cinco meses, foram realizados dez encontros de formação on-line, dos quais participaram 29 educadores de uma escola estadual de educação básica. As narrativas dos participantes e suas falas mobilizadas no processo formativo foram analisadas com base no método histórico-genético e no paradigma indiciário. A análise dos dados permitiu inferir que o modo como alguns educadores compreendem a escolarização de alunos com TEA está relacionado a concepções de desenvolvimento humano e de deficiência que valorizam apenas os aspectos biológicos, as quais têm sustentado práticas escolares homogeneizadoras. Entretanto, também foram encontrados indícios de que há educadores que têm buscado promover mudanças no processo de ensino e aprendizagem que atendam às necessidades dos alunos com TEA, pautando seu trabalho por concepções que consideram a interação entre fatores biológicos, culturais, sociais e individuais na constituição do indivíduo. Ao possibilitarem a expressão de diferentes concepções, as narrativas autobiográficas mostraram-se potencializadoras de reflexões a respeito dos sentidos atribuídos à inclusão escolar de alunos com TEA.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article focuses on the training of teachers and other education professionals who work in the schooling of students with autism spectrum disorder (ASD). A study on the process of training educators shall be here presented, aimed at identifying and analyzing evidence of the relationships between the meanings attributed by them to the school inclusion of students with ASD and the conceptions of human development and of disability. This study integrates a training-research in which the autobiographical narratives acted as an investigative and formative instrument. During five months, ten online training meetings were held with 29 educators from a public school of basic education. The participants' narratives and their speeches mobilized in the training process were analyzed based on the historical-genetic method and the evidentiary paradigm. Data analysis allowed to infer that the way some educators understand the schooling of students with ASD derives from conceptions of human development and of disability that emphasize only biological aspects, which have sustained educational homogenizing practices. However, evidence has it that there are educators who have sought to promote changes in the teaching-learning process highlighting the needs of students with ASD, basing their work on concepts that take into consideration the interaction between biological, cultural, social and individual factors in the constitution of the human being. By enabling the expression of different conceptions, the autobiographical narratives have proved to be potentiators of reflections about the meanings attributed to the school inclusion of students with ASD.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo se centra en la formación de docentes y otros profesionales de la educación que actúan en la escolarización de alumnos con trastorno del espectro autista (TEA). Aquí se presentará un estudio desarrollado con el objetivo de identificar y analizar, en el proceso de formación de educadores, evidencias de las relaciones entre los significados atribuidos por ellos a la inclusión escolar de alumnos con TEA y las concepciones de desarrollo humano y de discapacidad. Este estudio integra una investigación-formación en la que se utilizaron las narrativas autobiográficas como instrumento investigativo y formativo. Durante cinco meses se llevaron a cabo diez encuentros de capacitación online, con la participación de 29 educadores de una escuela provincial de educación básica. Las narrativas de los participantes y sus discursos movilizados en el proceso de formación fueron analizados a partir del método histórico-genético y el paradigma indiciario. El análisis de los datos permitió inferir que la forma en que algunos educadores entienden la escolarización de los alumnos con TEA está relacionada con concepciones del desarrollo humano y de la discapacidad que valoran solo aspectos biológicos, las cuales han sustentado la homogeneización de las prácticas escolares. Sin embargo, también se encontró evidencia de que existen educadores que han buscado promover cambios en el proceso de enseñanza y aprendizaje que respondan a las necesidades de los estudiantes con TEA, basando su trabajo en conceptos que consideran la interacción entre factores biológicos, culturales, sociales e individuales en la constitución del individuo. Al posibilitar la expresión de diferentes concepciones, las narrativas autobiográficas demostraron ser potenciadoras de reflexiones sobre los significados atribuidos a la inclusión escolar de alumnos con TEA.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Transtorno do espectro do autismo]]></kwd>
<kwd lng="pt"><![CDATA[Desenvolvimento humano]]></kwd>
<kwd lng="pt"><![CDATA[Formação de educadores]]></kwd>
<kwd lng="en"><![CDATA[Autism spectrum disorder]]></kwd>
<kwd lng="en"><![CDATA[Human development]]></kwd>
<kwd lng="en"><![CDATA[Educator training]]></kwd>
<kwd lng="es"><![CDATA[Desordendel espectro autista]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo humano]]></kwd>
<kwd lng="es"><![CDATA[Formación de educadores]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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