<?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>S2238-121X2016000400275</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v23nespp275-286</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A (re)significação &#8220;criança que não aprende&#8221;: desafios da escola, família e equipe de saúde]]></article-title>
<article-title xml:lang="es"><![CDATA[La (re)significación &#8220;el niño no aprende&#8221;: los retos de la escuela, la familia y el equipo de salud]]></article-title>
<article-title xml:lang="en"><![CDATA[(Re)signification of the &#8220;not learning child&#8221;: school, family and health team challenges]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Eva Cristina de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bagarollo]]></surname>
<given-names><![CDATA[Maria Fernanda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[Chopinzinho PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste  ]]></institution>
<addr-line><![CDATA[Chopinzinho PR]]></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>275</fpage>
<lpage>286</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2016000400275&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2016000400275&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2016000400275&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  A queixa de n&#227;o aprendizagem tem se tornado comum nos espa&#231;os escolares e, na busca por uma solu&#231;&#227;o, as crian&#231;as s&#227;o encaminhadas para uma avalia&#231;&#227;o com profissionais das &#225;reas da educa&#231;&#227;o e da sa&#250;de com o intuito de verificar os fatores que as impedem de desenvolver-se dentro do esperado. Tomando como refer&#234;ncia a perspectiva hist&#243;rico- -cultural, para a qual a n&#227;o aprendizagem tem sua origem nos processos sociais, o objetivo deste estudo &#233; compreender a vis&#227;o dos pais, professores e equipe de sa&#250;de a respeito do processo de encaminhamento de crian&#231;as consideradas incapazes de aprender na escola para a avalia&#231;&#227;o cognitiva e indica&#231;&#227;o de classe especial. A pesquisa de campo ocorreu em um munic&#237;pio situado no Centro-Oeste paranaense e os dados foram constru&#237;dos a partir da realiza&#231;&#227;o de entrevistas semiestruturadas, sendo: cinco com respons&#225;veis pelos alunos (pai ou m&#227;e), cinco com crian&#231;as, cinco com professores e quatro com profissionais que comp&#245;em a equipe de avalia&#231;&#227;o. As an&#225;lises apontam para a import&#226;ncia de um modelo educacional que possibilite visualizar as crian&#231;as dentro de suas especificidades e valorizar o que cada uma possui de conhecimento e viv&#234;ncias, n&#227;o as remetendo &#224; avalia&#231;&#227;o a partir de uma padroniza&#231;&#227;o ou de uma &#225;rea distinta. &#201; preciso perceber a crian&#231;a a partir do que ela &#233; capaz de aprender, e n&#227;o do que n&#227;o aprendeu.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  La queja acerca de la ausencia del aprendizaje ha vuelto com&#250;n en los espacios escolares. La b&#250;squeda de soluci&#243;n para eso ha sido hecha por la remisi&#243;n de estos ni&#241;os a una evaluaci&#243;n por profesionales de educaci&#243;n y salud, con el fin de verificar los factores que no les permiten desarrollarse dentro de lo que se esperaba. Tomando como referencia la perspectiva hist&#243;rico-cultural, para la cual la ausencia de aprendizaje tiene su origen en los procesos sociales, este estudio tiene por objetivo analizar c&#243;mo ocurre el proceso de referencia de estos ni&#241;os para su evaluaci&#243;n cognitiva y la indicaci&#243;n de clase especial. El trabajo de campo se llev&#243; a cabo en un municipio situado en la regi&#243;n Centro-Oeste del Estado de Paran&#225;, Brasil. Los datos fueron adquiridos a partir de la realizaci&#243;n de entrevistas semiestructuradas con cinco personas responsables por estudiantes (padres o madres), cinco ni&#241;os, cinco profesores y cuatro profesionales que conforman el equipo de evaluaci&#243;n. Los analices apuntan para la importancia de un modelo educativo que permita la visualizaci&#243;n del ni&#241;o dentro de sus especificidades y la valorizaci&#243;n de las habilidades espec&#237;ficas que cada estudiante tiene, es decir, la evaluaci&#243;n no puede ocurrir a partir de una estandarizaci&#243;n o de una &#225;rea espec&#237;fica. Es necesario percibir el ni&#241;o a partir de lo que &#233;l es capaz de aprender y no de lo que &#233;l no ha aprendido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Inability to learn has become a common complaint in schools. In the search for a solution, children have been referred to education and health professionals for assessment, in order to identify what factors have prevented them from developing as expected. Based on a cultural-historical perspective, to which learning difficulties have their origin in social processes, this study aims at understanding the views of parents, teachers and health professionals on the process of referring children considered unable to learn at school in order to get a cognitive assessment and a special class referral. The fieldwork took place in a district located in the Midwest of the state of Paran&#225; and data were collected through semi-structured interviews with five parents (either father or mother), five children, five teachers and four professionals who make up the assessment team. The analysis points to the importance of an educational model that allows children to be seen in their specificities and that values each student&#8217;s knowledge and experiences, not referring them to assessment based on a standard or a distinct area. The child must be seen from what she is capable of learning, rather than from what she has not learned.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Crianças]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="es"><![CDATA[Niños]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Salud]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje]]></kwd>
<kwd lng="en"><![CDATA[Children]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Health]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<article-title xml:lang="en"><![CDATA[Vygotsky: sua teoria e a influência na educação.]]></article-title>
<source><![CDATA[Revista e-Ped- Facos/CNEC Osório]]></source>
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</article>
