<?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>S2238-121X2016000400241</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v23nespp241-258</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escolarização de indígenas com deficiência nas aldeias de Dourados-MS]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación de los indígenas con discapacidad en las aldeas de Dourados-MS]]></article-title>
<article-title xml:lang="en"><![CDATA[Scholarship of Brazilian native people from Dourados&#8217; villages In Mato Grosso of South State]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[João Henrique da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bruno]]></surname>
<given-names><![CDATA[Marilda Moraes Garcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal da Grande Dourados  ]]></institution>
<addr-line><![CDATA[Dourados MS]]></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>241</fpage>
<lpage>258</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2016000400241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2016000400241&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2016000400241&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Este estudo discute a escolariza&#231;&#227;o de alunos ind&#237;genas com defici&#234;ncia nas escolas das aldeias Jaguapiru e Boror&#243; do munic&#237;pio de Dourados-MS, Brasil. Teve como objetivos analisar os impasses, os obst&#225;culos e os desafios para o Atendimento Educacional Especializado (AEE) e para a inclus&#227;o escolar. Trata-se de uma pesquisa colaborativa, por meio da qual os dados foram analisados na perspectiva dos estudos culturais, considerando a triangula&#231;&#227;o dos m&#250;ltiplos pontos de vista dos professores. Os resultados apontaram: a necessidade de garantir o ensino bil&#237;ngue/multil&#237;ngue para o p&#250;blico-alvo das salas de recursos; a percep&#231;&#227;o do desenvolvimento singular de cada aluno, o est&#237;mulo ao desenvolvimento da autoestima e participa&#231;&#227;o sociocultural; a (re) significa&#231;&#227;o do AEE para as escolas ind&#237;genas no que concerne &#224;s fun&#231;&#245;es dos professores, aos recursos, servi&#231;os e materiais pedag&#243;gicos; as barreiras lingu&#237;sticas que requerem int&#233;rprete para o professor n&#227;o falante da l&#237;ngua Guarani-Kaiow&#225;; as dificuldades do professor do AEE em planejar e avaliar em conjunto com o professor da classe comum. Por fim, os dados revelam que a escolariza&#231;&#227;o dos ind&#237;genas com defici&#234;ncia ainda n&#227;o se articula &#224; proposta da educa&#231;&#227;o ind&#237;gena intercultural com o prop&#243;sito de prepar&#225;-los para viverem e participarem da cultura de suas comunidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Este art&#237;culo discute la educaci&#243;n de estudiantes ind&#237;genas con discapacidad en las escuelas de Jaguapiru Pueblos y Boror&#243; de Dourados-MS, Brasil. El objetivo fue analizar interbloqueos, obst&#225;culos y desaf&#237;os para el Servicio Educativos Especializados (SEE) y la inclusi&#243;n escolar. Se trata de una investigaci&#243;n en colaboraci&#243;n, a trav&#233;s de la cual se analizaron los datos desde la perspectiva de los estudios culturales con miras a la triangulaci&#243;n de m&#250;ltiples puntos de vista de los docentes. Los resultados mostraron: la necesidad de garantizar la educaci&#243;n biling&#252;e / multiling&#252;e para el p&#250;blico objetivo de las salas de recursos; la percepci&#243;n del desarrollo individual de cada estudiante, fomentando el desarrollo de la autoestima y la participaci&#243;n social y cultural; (Re) significaci&#243;n de SEE para las escuelas ind&#237;genas con respecto a los roles de profesores, recursos, servicios y materiales educativos; las barreras ling&#252;&#237;sticas que requieren int&#233;rprete para el profesor no hablante de la lengua Guarani-Kaiow&#225;; dificultades del profesor de SEE para planificar y evaluar junto con el maestro de la clase com&#250;n. Finalmente, los datos muestran que la educaci&#243;n de los ind&#237;genas con discapacidad todav&#237;a no han articulado a la propuesta de la educaci&#243;n ind&#237;gena intercultural con el fin de prepararlos para vivir y participar en la cultura de sus comunidades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This study discuss scholarship of native students with deficiency in schools from Jaguapiru and Boror&#243; villages in Dourados, Mato Grosso of South State, in Brazil. It had as goal to analyze difficulties, obstructions and challenges for Particularized Educational Attendance (AEE) and for scholar inclusion. This is a collaborative research, through which the data were analyzed in the cultural studies perspective, aiming triangulation of multiplies point of views of teachers with authors and theory referential. Results indicated: the need to guarantee teaching bilingual/multilingual for the target-public of resources&#8217; classes; perception of singular development of each student, the accomplishment of stimulus to the development of self esteem and socio cultural participation of a student; the (re) signification of AEE for the native schools in the relation with teachers&#8217; roles, resources, services and pedagogical materials; linguistics obstacles which need interpreter for teacher who does not speak Guarani-Kaiow&#225; language; teachers&#8217; difficulties of AEE of planning and evaluating together with common class teacher. At least, data reveals that scholarship of native Brazilian people with deficiency still does not articulate with the proposal of intercultural native education, which has the objective to prepare them to live and participate of the culture of their communities.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Escolarização Indígena]]></kwd>
<kwd lng="pt"><![CDATA[Atendimento Educacional Especializado]]></kwd>
<kwd lng="pt"><![CDATA[Interculturalidade]]></kwd>
<kwd lng="es"><![CDATA[Educación Escolar Indígena]]></kwd>
<kwd lng="es"><![CDATA[Servicios Educativos Especializados]]></kwd>
<kwd lng="es"><![CDATA[Interculturalidad]]></kwd>
<kwd lng="en"><![CDATA[Scholarship of Brazilian Native People]]></kwd>
<kwd lng="en"><![CDATA[Particularized Educational Attendance]]></kwd>
<kwd lng="en"><![CDATA[Interculturality]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<source><![CDATA[]]></source>
<year></year>
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</article>
