<?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>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142011000300003</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Atendimento educacional especializado: por entre políticas, práticas e currículo: um espaçotempo de inclusão?]]></article-title>
<article-title xml:lang="en"><![CDATA[Specialized educational services: policies, practices and curriculum, a timespace of inclusion?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendes]]></surname>
<given-names><![CDATA[Geovana Mendonça Lunardi]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Fabiany de Cássia Tavares]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pletsh]]></surname>
<given-names><![CDATA[Márcia Denise]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A03">
<institution><![CDATA[,UDESC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,UFMS  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A03">
<institution><![CDATA[,UFRRJ  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>11</volume>
<numero>03</numero>
<fpage>255</fpage>
<lpage>265</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142011000300003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142011000300003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142011000300003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O presente texto apresenta algumas reflexões sobre o Atendimento Educacional Especializado, focalizando, especificamente, algumas preocupações curriculares. Para tanto, o texto apresenta resultados de investigações realizadas pelas autoras. Com base nesses estudos, discute as proposições políticas que deram origem ao Atendimento Educacional Especializado e as implantações de tal serviço nas escolas. Em especial, aborda-se a necessária relação entre currículo escolar e Atendimento Educacional Especializado. Para isso, discutimos o próprio conceito desse modelo de apoio e as implicações para o currículo escolar da classe comum de ensino. Na esteira desses argumentos, os resultados de pesquisa apontam a estrutura rígida do currículo escolar e o pouco impacto dos atendimentos especializados nos processos de ensino e aprendizagem em sala de aula.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper presents some reflections on the specialized educational services, focusing specifically on some curricular concerns. To this end, it presents the results of investigations carried out by the authors. Based on these studies, it discusses the policy proposals that gave rise to Specialized Educational Services, and the deployment of these services in schools. In particular, it addresses the necessary relationship between the school curriculum and the Specialized Educational Services. It discusses the concept of this model of support and the implications for the school curriculum of the common teaching class. Following these arguments, the results of the research indicate the rigid structure of the school curriculum, and the low impact of specialized services on the teaching and learning procedures in the classroom.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Atendimento Educacional Especializado]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Curriculares]]></kwd>
<kwd lng="en"><![CDATA[Specialized Educational Services]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Curriculum Policies]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Atendimento  educacional especializado: por entre pol&iacute;ticas, pr&aacute;ticas e curr&iacute;culo: um  espa&ccedil;otempo de inclus&atilde;o?</h2> <h3>Specialized educational services: policies, practices  and curriculum, a timespace of inclusion?</h3>     <p>&nbsp;</p> <h4>Geovana  Mendon&ccedil;a Lunardi Mendes, Fabiany de C&aacute;ssia Tavares Silva, M&aacute;rcia Denise  Pletsh    <br> </h4> </font>      ]]></body><back>
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</article>
