<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792021000300488</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v17i46.8759</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[FORMAÇÃO DE PROFESSORES A PARTIR DAS PRÁTICAS INCLUSIVAS E DESIGN UNIVERSAL PARA APRENDIZAGEM]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHER EDUCATION FROM INCLUDING PRACTICES AND UNIVERSAL DESIGN FOR LEARNING]]></article-title>
<article-title xml:lang="es"><![CDATA[FORMACIÓN DOCENTE DESDE PRÁCTICAS INCLUIDAS Y DISEÑO UNIVERSAL PARA EL APRENDIZAJE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Agostini]]></surname>
<given-names><![CDATA[Adriana de Jesus Arroio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Renders]]></surname>
<given-names><![CDATA[Elizabete Cristina Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Municipal de São Caetano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Municipal de São Caetano  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>46</numero>
<fpage>488</fpage>
<lpage>505</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792021000300488&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792021000300488&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792021000300488&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente artigo apresenta resultados de uma pesquisa de mestrado em educação que coloca em questão a formação docente no campo da educação inclusiva. Parte da seguinte pergunta investigativa: quais são as contribuições do Design Universal para Aprendizagem (DUA), ou Universal Design for Learning, em inglês, à formação continuada de professores para as práticas da educação especial e inclusiva? Com abordagem qualitativa, por meio de método que combinou a pesquisa narrativa e pesquisa de desenvolvimento, o objetivo foi analisar como os princípios do DUA, aplicados à formação docente, podem contribuir para as práticas inclusivas na escola. Participaram da pesquisa seis professoras atuantes nos anos iniciais do ensino fundamental em uma rede pública na região do ABCD paulista. Os resultados mostraram a importância de a formação partir das práticas cotidianas dos professores, valorizando seus saberes e fazeres na articulação com novos conhecimentos teóricos (no caso, o DUA) para subsidiar as análises e reflexões acerca das práticas de ensino no contexto da educação especial na perspectiva inclusiva. Insere-se no âmbito do projeto regular N. 2017/20862-8, FAPESP.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents the results of a master's research in education that calls into question teacher training in the field of inclusive education. Part of the following investigative question: What are the contributions of Universal Design for Learning (UDL) to continuing teacher education for special and inclusive education practices? With a qualitative approach, through a method that combined narrative research and development research, the objective was to analyze how the principles of UDL, applied to teacher training, can contribute to inclusive practices in school. Six teachers participating in the research participated in the initial years of elementary school in a public school in the region of ABCD in São Paulo. The results showed the importance of training based on the daily practices of teachers, valuing their knowledge and actions in conjunction with new theoretical knowledge (in this case, the UDL) to support the analysis and reflections on teaching practices in the context of special education in inclusive perspective. Research grant #2017/20862-8, São Paulo Research Foundation (FAPESP).]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta los resultados de una investigación de maestría en educación que cuestiona la formación del profesorado en el campo de la educación inclusiva. Parte de la siguiente pregunta de investigación: ¿Cuáles son las contribuciones del Diseño Universal para el Aprendizaje (DUA) a la formación continua del profesorado para las prácticas de educación especial e inclusiva? Con un enfoque cualitativo, utilizando un método que combinó la investigación narrativa y la investigación del desarrollo, el objetivo fue analizar cómo los principios de DUA, aplicados a la formación docente, pueden contribuir a las prácticas inclusivas en la escuela. Seis profesores participantes en la investigación participaron en los primeros años de la escuela primaria en una escuela pública de la región de ABCD en São Paulo. Los resultados evidenciaron la importancia de la formación basada en las prácticas cotidianas de los docentes, valorando sus conocimientos y acciones en conjunto con los nuevos conocimientos teóricos (en este caso, la DUA) para sustentar el análisis y las reflexiones sobre las prácticas docentes en el contexto de la educación especial en perspectiva inclusiva. Forma parte del proyecto ordinario N. 2017 / 20862-8, FAPESP.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[desenvolvimento profissional docente]]></kwd>
<kwd lng="pt"><![CDATA[Design Universal para Aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[práticas de ensino inclusivas.]]></kwd>
<kwd lng="en"><![CDATA[Universal design for learning]]></kwd>
<kwd lng="en"><![CDATA[teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[inclusive teaching practices.]]></kwd>
<kwd lng="es"><![CDATA[Diseño universal para el aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[desarollo prefosional docente]]></kwd>
<kwd lng="es"><![CDATA[prácticas de enseñanza inclusivas.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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