<?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>S2238-121X2016000400369</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v23nespp369-385</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de conceitos por alunos com deficiência: o que os estudos têm nos revelado?]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación de conceptos por los alumnos con discapacidad: ¿qué han revelado los estudios?]]></article-title>
<article-title xml:lang="en"><![CDATA[The concept formation by students with disabilities: what have studies shown?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Ana Paula de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Maria Inês Bacellar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade São Francisco  ]]></institution>
<addr-line><![CDATA[Bragança Paulista SP]]></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>
<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>369</fpage>
<lpage>385</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2016000400369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2016000400369&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2016000400369&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Compreender o processo de elabora&#231;&#227;o de conceitos por alunos com defici&#234;ncia &#233; fundamental para se pensar a&#231;&#245;es pedag&#243;gicas que garantam o desenvolvimento do aluno. Temos como objetivo, neste texto, investigar o que os estudos sobre alunos com defici&#234;ncia intelectual t&#234;m discutido a respeito do processo de elabora&#231;&#227;o de conhecimento. Realizamos uma pesquisa bibliogr&#225;fica nas bases de dados SciELO-Brasil, Portal de Peri&#243;dicos da Capes e Anais das reuni&#245;es da ANPEd, sobre a tem&#225;tica forma&#231;&#227;o de conceitos e defici&#234;ncia. Para o levantamento dos textos, baseamo-nos no cruzamento entre a palavra-chave, forma&#231;&#227;o de conceitos, e as palavras-chave, defici&#234;ncia, deficiente, educa&#231;&#227;o especial, aluno com defici&#234;ncia, defici&#234;ncia intelectual, defici&#234;ncia mental e dificuldades de aprendizagem. Selecionamos sete trabalhos para serem analisados, buscando compreender quais s&#227;o as contribui&#231;&#245;es dos estudos e os desafios que ainda se colocam para as reflex&#245;es relativas &#224; elabora&#231;&#227;o de conhecimentos por alunos com defici&#234;ncia intelectual, na escola. Destacamos a necessidade de aprofundamento em estudos que focalizem o processo de forma&#231;&#227;o de conceitos em alunos com defici&#234;ncia, em uma dire&#231;&#227;o prospectiva, em que se considerem as rela&#231;&#245;es de ensino como pr&#225;ticas sociais concretas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  La comprensi&#243;n del proceso de desarrollo de conceptos por los estudiantes con discapacidad es fundamental para pensar en acciones pedag&#243;gicas para garantizar el desarrollo del estudiante. En este texto, nuestro objetivo es investigar las discusiones de los estudios sobre el proceso de elaboraci&#243;n del conocimiento por los alumnos con discapacidad intelectual. Se realiz&#243; una b&#250;squeda bibliogr&#225;fica en las bases de datos SciELO-Brasil, Portal Capes de Peri&#243;dicos y Anales de las reuniones de ANPEd sobre el tema formaci&#243;n de conceptos y la discapacidad. Para el levantamiento de los textos, nos basamos en la intersecci&#243;n de las palabras clave formaci&#243;n de conceptos y discapacidad, discapacitado, educaci&#243;n especial, alumno con discapacidad, discapacidad intelectual, discapacidad mental y dificultades de aprendizaje. Se seleccionaron siete documentos a analizar, buscando entender cu&#225;les son las contribuciones de los estudios y los retos que a&#250;n tenemos para reflexionar sobre la elaboraci&#243;n de los conocimientos por los alumnos con discapacidad intelectual en la escuela. Hacemos hincapi&#233; en la necesidad de profundizar en los estudios que se centran en el proceso de formaci&#243;n de conceptos en los estudiantes con discapacidad, en una direcci&#243;n prospectiva, teniendo en cuenta las relaciones educativas como pr&#225;cticas sociales concretas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Understanding the process of concept formation by students with disabilities is critical in guiding our thoughts about educational actions that ensure the student&#8217;s development. Our aim was to investigate the debates regarding students with intellectual disabilities and their process of knowledge development. We carried out a review of the literature on the databases of SciELO-Brazil, Capes&#8217; Journal Portal, and ANPEd meeting proceedings on concept formation and disability. To survey the texts, we relied on the keyword intersection of concept formation and disability, people with disabilities, special education, students with disabilities, intellectual disability, mental disability, and learning difficulties. We selected seven papers for analysis, in order to understand both the studies&#8217; contributions and the challenges we still face when reflecting about knowledge development by students with intellectual disabilities in school. We emphasize the need for prospective in-depth studies that focus on the process of concept formation by students with disabilities, considering the educational relations as concrete social practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Conceitos]]></kwd>
<kwd lng="pt"><![CDATA[Elaboração de Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Alunos com Deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Pesquisa Bibliográfica]]></kwd>
<kwd lng="es"><![CDATA[Formación de Conceptos]]></kwd>
<kwd lng="es"><![CDATA[Elaboración del Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Estudiantes con Discapa Cidades]]></kwd>
<kwd lng="es"><![CDATA[Psicología Histórico-Cultural]]></kwd>
<kwd lng="es"><![CDATA[Búsqueda Bibliográfica]]></kwd>
<kwd lng="en"><![CDATA[Concept Formation]]></kwd>
<kwd lng="en"><![CDATA[Knowledge Development]]></kwd>
<kwd lng="en"><![CDATA[Students with Disabilities]]></kwd>
<kwd lng="en"><![CDATA[Cultural-Historical Psychology]]></kwd>
<kwd lng="en"><![CDATA[Review of the Literature]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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