<?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>S2238-121X2016000400117</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v23nespp117-136</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Das diretrizes à oferta do serviço de atendimento educacional especializado em municípios da Baixada Fluminense/RJ]]></article-title>
<article-title xml:lang="es"><![CDATA[De las directrices a la oferta del servicio de atendimiento educacional especializado en municipios de la Baixada Fluminense/RJ]]></article-title>
<article-title xml:lang="en"><![CDATA[From guidelines to the provision of specialized education programs in the municipalities of the Baixada Fluminense/RJ]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Flavia Faissal de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>117</fpage>
<lpage>136</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2016000400117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2016000400117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2016000400117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Atualmente, marcada pelos acordos internacionais, a Educa&#231;&#227;o Especial se realiza sobretudo por meio do servi&#231;o de Atendimento Educacional Especializado (AEE) (SEESP/ MEC, 2008; entre outros). N&#227;o distante das an&#225;lises de Oliveira (2009, 2011) em rela&#231;&#227;o &#224;s pol&#237;ticas sociais dos &#250;ltimos governos, a orienta&#231;&#227;o para a oferta desse servi&#231;o se vale da estrat&#233;gia de implementa&#231;&#227;o por programas que se estruturam por regime de colabora&#231;&#227;o entre os munic&#237;pios e o governo federal. De tal modo, inserido no escopo dos desenhos pol&#237;ticos municipais, o objetivo deste estudo foi analisar, a partir da abordagem dos Ciclos de Pol&#237;tica de S. Ball e R. Bowe (1992), as diretrizes internacionais e nacionais das pol&#237;ticas de educa&#231;&#227;o inclusiva e suas tradu&#231;&#245;es locais em cinco munic&#237;pios da Baixada Fluminense, a fim de compreendermos a operacionaliza&#231;&#227;o das formas de coopera&#231;&#227;o entre os munic&#237;pios e o governo federal; e, as estrat&#233;gias locais para o oferecimento do servi&#231;o de AEE. Para tal, foi realizada uma pesquisa de campo junto aos gestores desses munic&#237;pios, valendo-se de entrevistas semiestruturadas e an&#225;lise de documentos. Nossas considera&#231;&#245;es apontam para a fragilidade do regime de colabora&#231;&#227;o, bem como, ressaltam as diferentes tradu&#231;&#245;es dos munic&#237;pios dos textos pol&#237;ticos nacionais, contudo sem deslocar os eixos centrais da pol&#237;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Actualmente la Educaci&#243;n Especial se realiza a trav&#233;s del servicio de Atendimiento Educacional Especializado (AEE), marcada por los acuerdos internacionales (SEESP/ MEC, 2008; entre otros). La orientaci&#243;n para la oferta de ese servicio se vale de la estrategia de implementaci&#243;n por programas que se estructuran por r&#233;gimen de colaboraci&#243;n entre los municipios y el gobierno federal, sin distanciarse de los an&#225;lisis de Oliveira (2009, 2011) en relaci&#243;n a las pol&#237;ticas sociales de los &#250;ltimos gobiernos. En el &#225;mbito de los dise&#241;os pol&#237;ticos municipales, el objetivo de este estudio fue analizar las directrices internacionales y nacionales de las pol&#237;ticas de educaci&#243;n inclusiva y sus traducciones locales en 5 municipios de la &#8220;Baixada Fluminense&#8221;, a partir del enfoque de los Ciclos de Pol&#237;tica de S. Ball y R. Bowe (1992), con el objetivo de comprender la manera como operan las formas de cooperaci&#243;n entre los municipios y el gobierno federal, y las estrategias locales para ofrecer el servicio de AEE. Para esto fue realizada una investigaci&#243;n de campo junto a los directivos de esos municipios, a trav&#233;s de entrevistas semiestructuradas y an&#225;lisis de documentos. Nuestras consideraciones apuntan para la fragilidad del r&#233;gimen de colaboraci&#243;n, y tambi&#233;n resaltan las diferentes traducciones de los municipios de los textos pol&#237;ticos nacionales, sin dislocar los ejes centrales de la pol&#237;tica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Following international agreements, Special Education is currently offered through the Specialized Education Service (AEE) (SEESP/MEC, 2008; among others). Not far from Oliveira&#8217;s analysis (2009, 2011) regarding the social policies of the previous governments, the approach for the provision of this service follows a strategy where programs are structured by a system of collaboration between municipalities and the federal government. In this way, inserted into the scope of the county-wide political designs, the aim of this study was to analyze, using the Political Cycles approach of S. Ball and R. Rowe (1992), the national and international guidelines for inclusive educational policy and their translation into 5 municipalities from the Baixada Fluminense. The aim is to understand the workings of the cooperation between the municipalities and the federal government and the local strategies for offering the AEE service. We conducted field research with the leaders of these municipalities, using semi-structured interviews and document analysis. Our analysis points to the fragility of the collaboration regime and highlights the municipalities&#8217; different translations of national political texts, albeit without veering away from the main themes of the policy.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Políticas Públicas em Educação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Atendimento Especializado]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Políticas Públicas en la Educación]]></kwd>
<kwd lng="es"><![CDATA[Educación Inclusiva, Atendimiento Especializado]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Public Policies in Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Specialized Treatment]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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