<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2015000100141</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v22n1p141-158</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Blogs, educação especial e formação continuada docente: ampliando os contextos de aprendizagem por meio da web]]></article-title>
<article-title xml:lang="en"><![CDATA[Blogs, special education and ongoing teacher training: widening learning contexts through the web]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[HAAS]]></surname>
<given-names><![CDATA[CLARISSA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[GRACIELA FAGUNDES]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2015</year>
</pub-date>
<volume>22</volume>
<numero>1</numero>
<fpage>141</fpage>
<lpage>158</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2015000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2015000100141&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2015000100141&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente texto apresenta uma reflex&#227;o acerca da forma&#231;&#227;o continuada docente na &#225;rea da educa&#231;&#227;o especial, na perspectiva da educa&#231;&#227;o inclusiva (com foco na oferta do atendimento educacional especializado como servi&#231;o priorit&#225;rio), privilegiando os recursos de tecnologias digitais acess&#237;veis como tem&#225;tica a ser conhecida, explorada e vivenciada pelos docentes nos contextos de aprendizagem entre seus pares. A constru&#231;&#227;o te&#243;rica e metodol&#243;gica &#233; feita por meio da an&#225;lise de blogs criados por um grupo de professores cursistas, participantes de um curso de forma&#231;&#227;o continuada com &#234;nfase nas tecnologias digitais acess&#237;veis (TICs), na modalidade da educa&#231;&#227;o a dist&#226;ncia (EAD). Aponta-se, a partir da experi&#234;ncia documentada com os cursistas, a contribui&#231;&#227;o da arquitetura dos blogs como ferramenta digital de autoria, que alia a possibilidade de (re)inven&#231;&#227;o das pr&#225;ticas pedag&#243;gicas em educa&#231;&#227;o especial e apresenta ind&#237;cios que favorecem a (auto)forma&#231;&#227;o continuada docente. Observam-se, nessa din&#226;mica formativa, as caracter&#237;sticas ensa&#237;sticas e disparadoras da composi&#231;&#227;o de uma &#8220;comunidade de pr&#225;tica&#8221;, isto &#233;, de um grupo de profissionais reunidos em torno de objetivos comuns.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper presents a reflection on ongoing teacher training in the field of Special Education, from the perspective of Inclusive Education (with a focus on the offer of Specialized Educational Assistance as a priority service) by privileging the resources of accessible digital technologies as a theme to be known, explored and experienced by teachers in learning contexts with their peers. The theoretical and methodological construction was grounded on the analysis of blogs designed by a group of teachers participating in an ongoing training course with emphasis on Accessible Digital Technologies in Distance Education. The documented experience with the course participants has shown the contribution of the blog&#8217;s architecture as an authorship digital tool that both enables the (re)invention of pedagogical practices in Special Education and presents evidence that favor ongoing teacher (self)training. In such education dynamics, we have noticed characteristics that trigger the composition of a &#8220;practice community&#8221;, i.e., a group of professionals gathered around common objectives]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[BLOGS]]></kwd>
<kwd lng="pt"><![CDATA[TECNOLOGIA ASSISTIVA]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO ESPECIAL]]></kwd>
<kwd lng="pt"><![CDATA[FORMAÇÃO CONTINUADA DOCENTE]]></kwd>
<kwd lng="pt"><![CDATA[COMUNIDADE DE PRÁTICA]]></kwd>
<kwd lng="en"><![CDATA[BLOGS]]></kwd>
<kwd lng="en"><![CDATA[ASSISTIVE TECHNOLOGY]]></kwd>
<kwd lng="en"><![CDATA[SPECIAL EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[ONGOING TEACHER TRAINING]]></kwd>
<kwd lng="en"><![CDATA[PRACTICE COMMUNITY]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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