<?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>2177-6059</journal-id>
<journal-title><![CDATA[Roteiro]]></journal-title>
<abbrev-journal-title><![CDATA[Roteiro]]></abbrev-journal-title>
<issn>2177-6059</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Oeste de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2177-60592021000105012</article-id>
<article-id pub-id-type="doi">10.18593/r.v46.27184</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O uso de caso de ensino sobre estudante com deficiência na formação inicial de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of teaching cases about student with disabilities in initial teacher training]]></article-title>
<article-title xml:lang="es"><![CDATA[El uso de un caso didáctico sobre estudiante con discapacidad en la formación inicial de profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Uliana]]></surname>
<given-names><![CDATA[Marcia Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mól]]></surname>
<given-names><![CDATA[Gerson de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Rondônia Departamento de Matemática e Estatística ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília Instituto de Química ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2177-60592021000105012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2177-60592021000105012&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2177-60592021000105012&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente estudo objetivou analisar as contribuições do uso de casos de ensino no processo de formação inicial de professores de Matemática, Física e Química no que tange à preparação docente para a inclusão escolar de estudante com deficiência. Cabe destacar que o caso de ensino apresentado e analisado neste estudo foi estruturado e utilizado durante a fase de intervenção da pesquisa-ação que culminou em uma tese de doutorado. Na referida pesquisa, participaram do processo de formação/investigação 26 licenciandos em Matemática, Física e Química de duas instituições do Estado de Rondônia, e os dados foram produzidos/coletados por estudos em grupos e relatos escritos. Ficou evidente que os licenciandos, por intermédio do estudo do caso de ensino, tiveram a oportunidade de conhecer como tem acontecido o processo de inclusão/exclusão de alunos com deficiência nas salas de aula da educação básica, as demandas particulares dos estudantes cegos e surdos no processo ensino-aprendizagem e a responsabilidade do professor na promoção de uma educação de qualidade para todo e qualquer estudante. O estudo do caso de ensino também possibilitou e fez emergir muitas discussões, dúvidas, inquietações e reflexões sobre a complexidade da atuação docente na realidade das salas de aula do século XXI, tornando-se, assim, uma metodologia didática rica para a aprendizagem docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The present study aimed to analyze the contributions of the use of teaching cases in the process of initial formation of teachers of Mathematics, Physics and Chemistry with regard to teacher preparation for teaching in a school context with a disabled student. It should be noted that the teaching case presented and analyzed in this study was structured and used during the action research intervention phase that culminated in a doctoral thesis. 26 undergraduate students in Mathematics, Physics and Chemistry from two institutions in the State of Rondônia participated in the research / training process and the data were produced / collected by studies in groups and registered reports. It was evident that the graduates, through the study of the teaching case, had the opportunity to know how the process of inclusion / exclusion of students with disabilities has taken place in the classrooms of basic education, the particular demands of blind and deaf students in the teaching-learning process and the teacher's responsibility to promote quality education for each and every student. The study of the teaching case also made possible and emerged many discussions, doubts, concerns, reflections on the complexity of teaching performance in the reality of 21st century classrooms, thus becoming a rich didactic methodology for teaching learning.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El presente estudio tuvo como objetivo analizar las contribuciones del uso de casos de enseñanza en el proceso de formación inicial de los docentes de Matemática, Física y Química con respecto a la preparación del docente para la docencia en un contexto escolar con un alumno discapacitado. Cabe destacar que el caso docente presentado y analizado en este estudio fue estructurado y utilizado durante la fase de intervención de la investigación acción que culminó en una tesis doctoral. 26 estudiantes de pregrado en Matemáticas, Física y Química de dos instituciones en el estado de Rondônia participaron en el proceso de investigación / capacitación y los datos fueron producidos / recolectados por estudios en grupos e informes registrados. Se evidenció que los egresados, a través del estudio del caso docente, tuvieron la oportunidad de conocer cómo se ha producido el proceso de inclusión / exclusión de estudiantes con discapacidad en las aulas de educación básica, las demandas particulares de los estudiantes ciegos y sordos en el proceso de enseñanza-aprendizaje y la responsabilidad del docente de promover una educación de calidad para todos y cada uno de los alumnos. El estudio del caso docente también posibilitó y surgieron muchas discusiones, dudas, inquietudes, reflexiones sobre la complejidad del desempeño docente en la realidad de las aulas del siglo XXI, convirtiéndose así en una rica metodología didáctica para la enseñanza del aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[casos de ensino]]></kwd>
<kwd lng="pt"><![CDATA[formação inicial de professor]]></kwd>
<kwd lng="pt"><![CDATA[estudante com deficiência.]]></kwd>
<kwd lng="en"><![CDATA[teaching cases]]></kwd>
<kwd lng="en"><![CDATA[initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[disabled student.]]></kwd>
<kwd lng="es"><![CDATA[casos de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[formación docente inicial]]></kwd>
<kwd lng="es"><![CDATA[estudiante discapacitado.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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