<?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>S2178-26792024000100148</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v20i51.13441</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PRÁTICAS DE APRENDIZAGEM INTEGRADORAS E INCLUSIVAS: REFLEXÕES SOBRE A (TRANS)FORMAÇÃO DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[INTEGRATIVE AND INCLUSIVE LEARNING PRACTICES: REFLECTIONS ON TEACHER (TRANS)FORMATION]]></article-title>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS DE APRENDIZAJE INTEGRADORAS E INCLUSIVAS: REFLEXIONES SOBRE LA (TRANS)FORMACIÓN DEL PROFESORADO]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Andrielly Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves]]></surname>
<given-names><![CDATA[Maria Dolores Fortes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Alagoas  ]]></institution>
<addr-line><![CDATA[Maceió AL]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>20</volume>
<numero>51</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792024000100148&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792024000100148&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792024000100148&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A pandemia da COVID-19 evidenciou questionamentos importantes quanto às formações dos docentes, principalmente no que se refere às práticas inclusivas considerando os espaços de formação inicial de professores. Assim, questionamos &#8220;Quais as contribuições das PAII - Práticas de Aprendizagem Integradoras e Inclusivas (Alves, 2016) na formação inicial dos docentes para a promoção da inclusão no âmbito educacional, considerando os desafios de cenário pandêmico?&#8221;. Este artigo objetiva investigar as contribuições das PAII à formação docente inicial, com vistas à promoção da inclusão numa perspectiva ecossistêmica. Enquanto metodologia, a revisão sistemática de literatura integrativa foi utilizada, com intuito de investigar as produções acadêmicas realizadas no período de pandemia relacionadas às PAII no contexto da formação docente. Para análise, tomamos como fundamentos teóricos o Paradigma Educacional Ecossistêmico, o Pensamento Complexo e Transdisciplinar. Percebe-se que se trata de um novo paradigma que tem fundamentado ainda poucas produções. Nenhum estudo foi encontrado acerca da temática abordada, sendo notada a importância de refletir sobre as possibilidades (trans)formadoras no contexto educacional numa perspectiva inclusiva. Neste sentido, os espaços de formação docente se apresentam como cenários importantes na promoção das PAII enquanto estratégia de transformação necessárias à educação do futuro e do presente, permitindo compreender e desvelar contribuições às formações docentes e práticas inclusivas por meio das PAII. Bem como, se faz relevante refletir sobre as formações docentes no âmbito das graduações a luz da perspectiva complexa, transdisciplinar e ecossistêmica para lidar com as instabilidades e incertezas próprias da vida em sua complexidade inerente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Amongst the several matters on the subject of teacher education raised during the COVID-19 pandemic, this study addresses inclusive practices, seeking to answer the following research question: &#8220;How do Integrative and Inclusive Learning Practices - IILP (Alves, 2016) in teacher education help promote inclusive education, considering the challenges posed by the COVID-19 pandemic?&#8221;. To this end, we have conducted a systematic literature review encompassing studies on IILP in teacher education developed during the pandemic. The theoretical underpinnings are the Ecosystemic Educational Paradigm and Complex and Transdisciplinary Thinking. We have ascertained that there is still limited research conducted within this framework, due to its novelty. No studies on the subject of IILP in teacher education were found; thus, we note the relevance of reflecting about (trans)formative possibilities in educational contexts from an inclusive point of view. On the basis of such observations, teacher education spaces can be crucial to promote IILP as transformative strategies indispensable to both future and present education, so that we may better understand and shed light upon how IILP can improve teacher education and inclusive practices. Additionally, adopting the complex, transdisciplinary, and ecosystemic approach to teacher education equips us to deal with the instabilities and uncertainties of life in its inherent complexity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La pandemia del COVID-19 ha puesto en evidencia cuestiones importantes en torno a la formación docente, especialmente en lo que se refiere a prácticas inclusivas considerando espacios de formación inicial docente. Así, nos cuestionamos &#8220;¿Cuáles son los aportes del PAII - Prácticas de Aprendizaje Integrativo e Inclusivo (Alves, 2016) en la formación inicial de docentes para promover la inclusión en el campo educativo, ¿considerando los desafíos del escenario de la pandemia?&#8221;. En esta oportunidad, este artículo tiene como objetivo indagar en los aportes del PAII a la formación inicial docente, con miras a promover la inclusión desde una perspectiva ecosistémica. Como metodología se utilizó la revisión sistemática de literatura integradora, con el objetivo de indagar en las producciones académicas realizadas durante el período de pandemia relacionadas con el PAII en el contexto de la formación docente. Para el análisis se tomó como fundamento teórico el Paradigma Ecosistémico Educativo, el Pensamiento Complejo y Transdisciplinario. Se percibe que este es un nuevo paradigma que ha soportado pocas producciones. No se encontró ningún estudio sobre el tema abordado, siendo la importancia de reflexionar sobre las posibilidades de (trans)formación en el contexto educativo en una perspectiva inclusiva. En este sentido, los espacios de formación docente son escenarios importantes en la promoción del PAII como estrategia de transformación necesaria para la educación del futuro y del presente, permitiendo comprender y develar aportes a la formación docente y prácticas inclusivas a través del PAII. Asimismo, es relevante reflexionar sobre la formación docente en el ámbito de la graduación a la luz de la perspectiva compleja, transdisciplinar y ecosistémica para enfrentar las inestabilidades e incertidumbres de la vida en su inherente complejidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[práticas e aprendizagens integradoras e inclusivas]]></kwd>
<kwd lng="pt"><![CDATA[transdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[complexidade]]></kwd>
<kwd lng="pt"><![CDATA[inclusão]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[integrative and inclusive learning practices]]></kwd>
<kwd lng="en"><![CDATA[transdisciplinarity]]></kwd>
<kwd lng="en"><![CDATA[complexity]]></kwd>
<kwd lng="en"><![CDATA[inclusion]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[prácticas y aprendizajes integradores e inclusivos]]></kwd>
<kwd lng="es"><![CDATA[transdisciplinariedad]]></kwd>
<kwd lng="es"><![CDATA[complejidad]]></kwd>
<kwd lng="es"><![CDATA[inclusión]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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