<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812020000200503</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.101i258.4163</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As contribuições de Meirieu para a formação continuada de professores e a adoção de práticas pedagógicas inclusivas]]></article-title>
<article-title xml:lang="en"><![CDATA[Meirieu&#8217;s contributions to continuing teacher-training and the adoption of inclusive pedagogical practices]]></article-title>
<article-title xml:lang="es"><![CDATA[Contribuciones de Meirieu a la formación continuada de profesores y a la adopción de prácticas pedagógicas inclusivas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vieira]]></surname>
<given-names><![CDATA[Alexandro Braga]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Jesus]]></surname>
<given-names><![CDATA[Denise Meyrelles de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Jovenildo da Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mariano]]></surname>
<given-names><![CDATA[Clayde Aparecida Belo da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Espírito Santo (Ufes)  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Espírito Santo (Ufes)  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Espírito Santo (Ufes)  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade da Califórnia  ]]></institution>
<addr-line><![CDATA[Los Angeles Califórnia]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal do Espírito Santo (Ufes)  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Federal do Espírito Santo (Ufes)  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af7">
<institution><![CDATA[,Universidade Federal do Espírito Santo (Ufes)  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af8">
<institution><![CDATA[,Faculdade de Filosofia, Ciências e Letras Madre Gertrudes de São José (Fafi)  ]]></institution>
<addr-line><![CDATA[Cachoeiro de Itapemirim Espírito Santo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2020</year>
</pub-date>
<volume>101</volume>
<numero>258</numero>
<fpage>503</fpage>
<lpage>522</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812020000200503&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812020000200503&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812020000200503&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Trata-se de uma pesquisa-ação colaborativo-crítica desenvolvida em uma escola municipal de ensino fundamental de Vitória (Espírito Santo). A investigação é um desdobramento do projeto &#8220;Observatório Nacional de Educação Especial: estudo em rede nacional sobre as salas de recursos multifuncionais nas escolas comuns&#8221;, cujo objetivo foi promover formações continuadas com professores com ênfase na inclusão de estudantes público-alvo da educação especial nas escolas por meio de práticas pedagógicas inclusivas. Fundamenta-se nas concepções de Meirieu (2002, 2005), que defende a educação para todos e os investimentos na formação docente. Aplica, como procedimentos teórico-metodológicos, a observação do trabalho pedagógico no cotidiano escolar, os momentos de formação, a colaboração nas atividades de classe e as entrevistas semiestruturadas. Os dados, produzidos entre março e outubro de 2015, conduzem ao entendimento de que os momentos de formação continuada são espaços-tempos propícios para problematizar as práticas pedagógicas e o uso de laudos médicos como elementos que podem induzir à rotulação dos discentes como sujeitos não propensos à aprendizagem, culminando na negação do direito à educação. As formações desafiaram os professores à pesquisa, ao estudo, à desconstrução de verdades cristalizadas sobre os alunos e à busca por novas alternativas de ensinar a todos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents a critical-collaborative action research, developed in a Brazilian municipal school of basic education at Vitória, Espírito Santo. The investigation derives from a project named &#8220;National Observatory of Special Education: a national network study of the performance of multifunctional resources rooms&#8221;, aiming to promote the continuing education of teachers with emphasis on the inclusion of those students target-audience of special education in schools through inclusive pedagogical practices. It is based on Meirieu&#8217;s conceptions (2002, 2005), which advocates for an education for all and the investment in teacher formation. Theorical-methodological procedures adopted where the observation of the pedagogical work in the daily school life, training situations, collaboration in classroom activities, and semi-structured interviews. Data raised between March and October of 2015 led to the conclusion that moments of continuing education are temporal-spaces suitable to problematize pedagogical-practices and the use of medical reports as stigmatizers of learners as unfit for learning, ultimately leading to the withholding of their rights to education. The formation challenged teachers to research, study, and de-construct ingrained beliefs about the students and to search for new ways to teach all.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Es una investigación-acción de colaboración crítica desarrollada en una escuela primaria municipal en Vitória-ES. La investigación es una ramificación del proyecto &#8220;Observatorio Nacional de Educación Especial: un estudio sobre una red nacional sobre el funcionamiento de las salas de recursos multifuncionales&#8221;, cuyo objetivo era promover la formación continua con los docentes con énfasis en la inclusión de los estudiantes destinados a la educación especial en las escuelas por medio de prácticas pedagógicas inclusivas. Se basa en los conceptos de Meirieu (2002, 2005), que defiende la educación para todos y las inversiones en la formación del profesorado. Aplica, como procedimientos teórico-metodológicos, la observación del trabajo pedagógico en la rutina escolar, los momentos de formación, la colaboración en las actividades de clase y las entrevistas semiestructuradas. Los datos, producidos entre marzo y octubre de 2015, permiten comprender que los momentos de educación continua son espacios propicios para problematizar las prácticas pedagógicas y el uso de informes médicos como elementos que pueden inducir el etiquetado de los estudiantes como sujetos no propensos al aprendizaje, que culmina en la negación del derecho a la educación. La capacitación desafió a los maestros a investigar, estudiar, deconstruir verdades cristalizadas sobre los estudiantes y a buscar nuevas alternativas para enseñar a todos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ambiente educativo]]></kwd>
<kwd lng="pt"><![CDATA[educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[formação continuada do professor.]]></kwd>
<kwd lng="en"><![CDATA[continuing teacher formation]]></kwd>
<kwd lng="en"><![CDATA[educational environment]]></kwd>
<kwd lng="en"><![CDATA[special education]]></kwd>
<kwd lng="es"><![CDATA[ambiente educativo]]></kwd>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[formación continua del profesorado]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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