<?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>S2238-121X2016000400223</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v23nespp223-239</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O corpo como mobilizador de aprendizagens: por uma educação infantil inclusiva]]></article-title>
<article-title xml:lang="es"><![CDATA[El cuerpo como mobilizador de aprendizajes: por una educación infantil inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[The body as a learning trigger: for an inclusive child education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Cristiane da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinto]]></surname>
<given-names><![CDATA[Glaucia Uliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Maria do Carmo Morales]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Catalão GO]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Metodista de Piracicaba  ]]></institution>
<addr-line><![CDATA[Piracicaba SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Catalão GO]]></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>223</fpage>
<lpage>239</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2016000400223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2016000400223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2016000400223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este artigo problematiza a fun&#231;&#227;o da escola e das pr&#225;ticas pedag&#243;gicas destinadas &#224; educa&#231;&#227;o das crian&#231;as com defici&#234;ncia na Educa&#231;&#227;o Infantil, ainda centradas em um vi&#233;s assistencialista (do cuidado e treino de habilidades), para propor outro trato com esse p&#250;blico na perspectiva da forma&#231;&#227;o do humano na escola nos termos de Vigotski. Assim, de uma vis&#227;o negativa, que olha para crian&#231;as com defici&#234;ncia a partir de suas insufici&#234;ncias e as paralisa nelas, busca-se um olhar afirmativo da crian&#231;a com defici&#234;ncia, que a empodere, vendo em sua exist&#234;ncia for&#231;as e possibilidades. Para isso, o texto aponta o corpo como mobilizador de aprendizagens, quer dizer, de uma socializa&#231;&#227;o desencadeadora de aprendizagens, portanto, de intera&#231;&#245;es qualitativamente superiores, enriquecidas, capazes de tornar esse corpo-crian&#231;a- deficiente, part&#237;cipe efetivo da vida. A partir dos estudos de Kohan, o texto defende que se disparem experi&#234;ncias do corpo e com o corpo, que coloquem em xeque certas verdades institu&#237;das e que nele s&#227;o marcadas socialmente. Ainda nessa dire&#231;&#227;o, discute-se a necessidade de que o corpo seja, tamb&#233;m, um catalisador na forma&#231;&#227;o de professores que lidam com corpos-crian&#231;as-deficientes, para que pr&#225;ticas pedag&#243;gicas realmente inclusivas, vitalizadoras e transformadoras possam compor-se na Escola de Educa&#231;&#227;o Infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Este art&#237;culo problematiza la funci&#243;n de la escuela y de la pr&#225;cticas pedag&#243;gicas volcadas a la educaci&#243;n de los ni&#241;os con retraso en la Educaci&#243;n Infantil, todav&#237;a centradas en una alternativa asistencialista (del cuidado y entrenamiento de habilidades), para proponer un otro trato con ese p&#250;blico en la perspectiva de la formaci&#243;n del humano en la escuela en los t&#233;rminos de Vigotski. As&#237;, de una perspectiva negativa, que mira hacia los ni&#241;os con retraso a partir de sus insuficiencias y las paraliza en ellas, se busca una mirada afirmativa del ni&#241;o con retraso, que le empodere, viendo en su existencia fuerzas y posibilidades. Para eso, el texto apunta el cuerpo como movilizador de aprendizajes, o sea, de una socializaci&#243;n que desencadena aprendizajes, por lo tanto, de interacciones cualitativamente superiores, enriquecidas, capaces de hacer ese &#8220;cuerpo-ni&#241;o-deficiente&#8221;, participante efectivo de la vida. A partir de los estudios de Kohan, el texto defiende que se disparen experiencias del cuerpo y con el cuerpo, que pongan en jaque ciertas verdades establecidas y que en &#233;l son marcadas socialmente. A&#250;n en esa direcci&#243;n, se discute la necesidad de que el cuerpo sea, tambi&#233;n, un catalizador en la formaci&#243;n de profesores que trabajan con &#8220;cuerpo-ni&#241;o- -deficiente&#8221;, para que pr&#225;cticas pedag&#243;gicas realmente inclusivas, vitalizadoras y transformadoras puedan componerse en la Escuela de Educaci&#243;n Infantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This paper discusses the school&#8217;s role and the educational practices with children with disabilities in early childhood education, which are still centered on a welfare bias (care and skill training) to propose another way of dealing with this public in terms of the human training at school according to Vygotsky&#8217;s perspectives. Thus, moving from a negative view, which looks at children with disabilities from their weaknesses and paralyzes them, we seek a look that empowers these children, seeing their existing strengths and possibilities. To do so, the text shows the body as the mobilizer of learning, that is, a socialization that triggers learning, with qualitatively superior interactions, enriched and capable of making this disabled-child-body effectively participant in life. Based on studies by Kohan, the text advocates both body experiences and experiences with the body that question certain established truths that socially mark it. Still in this perspective, it discusses the need for the body to be a catalyst in the training of teachers who deal with disabledchildren- bodies, so that really inclusive, vitalizing and transformative teaching practices may occur in early childhood education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Práticas Pedagógicas]]></kwd>
<kwd lng="pt"><![CDATA[Corpo]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Prácticas Pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[Cuerpo]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Educational Practices]]></kwd>
<kwd lng="en"><![CDATA[Body]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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