<?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>2238-1279</journal-id>
<journal-title><![CDATA[Revista Educação e Cultura Contemporânea]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. e Cult. Contemp.]]></abbrev-journal-title>
<issn>2238-1279</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estácio de Sá - Programa de Pós-graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-12792018000400288</article-id>
<article-id pub-id-type="doi">10.5935/2238-1279.20180078</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A sociologia figuracional como aporte teórico-metodológico: trabalho e formação docente em educação especial]]></article-title>
<article-title xml:lang="en"><![CDATA[The figurational sociology as a theoretical-methodological support: work and formation of the teacher in special education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sobrinho]]></surname>
<given-names><![CDATA[Reginaldo Celio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kautsky]]></surname>
<given-names><![CDATA[Giselle Lemos Schmidel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pantaleão]]></surname>
<given-names><![CDATA[Edson]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,reginaldo.celio@id.ufes.br  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,gisellekautsky@gmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,edpantaleao@hotmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2018</year>
</pub-date>
<volume>15</volume>
<numero>41</numero>
<fpage>288</fpage>
<lpage>315</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-12792018000400288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-12792018000400288&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-12792018000400288&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  As reflexões sistematizadas neste texto objetivam acentuar a importância de um delineamento teórico-metodológico mais explícito na realização de investigações que tematizam o trabalho e a formação docente. Nesse sentido, também figura como propósito deste texto apresentar os conceitos e as noções desenvolvidos por Norbert Elias que se vêm constituindo como aporte teórico-metodológico nos estudos realizados no âmbito do grupo de pesquisa &#8220;Políticas, gestão e inclusão escolar: contextos e processos sociais&#8221; (CNPq). Ocupamo-nos, assim, de apresentar questões teóricometodológicas capazes de orientar pesquisas no campo educacional, especialmente aquelas que tomam por objeto de análise o trabalho docente e a formação continuada de professores. De modo complementar, trazemos apontamentos e questões sistematizadas em uma pesquisa específica que, desenvolvida no âmbito do nosso grupo de pesquisa e assumindo uma abordagem teórico-metodológica de inspiração eliasiana, tematizou o trabalho e a formação docente no campo da Educação Especial. As reflexões desenvolvidas subsidiam nossa compreensão de que a formação de professores constitui um aspecto absolutamente relevante das políticas educacionais, repercutindo positivamente na qualidade da educação ofertada, sobretudo quando, pela via do diálogo coletivo, nesse espaço-tempo sistemático de estudos, os atores envolvidos nos processos formativo-educativos (professores, diretores escolares, estudantes, comunidade local) problematizam as condições objetivas e subjetivas que marcam e narram a realização do trabalho docente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The reflections systematized in this text aim to emphasize the importance of a more explicit theoretical-methodological delineation in the accomplishment of investigations that thematize the work and the formation of the teacher. In this sense, it is also the purpose of this text, to present the concepts and notions developed by Norbert Elias, which has been constituted as a theoretical and methodological contribution in studies carried out within the framework of the research group "Policies, management and school inclusion: contexts and social processes "(CNPq). We are thus concerned with presenting theoretical-methodological questions capable of guiding research in the educational field, especially those that take as the object of analysis the teaching work and the continuing education of teachers. Complementarily, we bring notes and systematized questions in a specific research that developed within the scope of our research group and assuming a theoretical-methodological approach of Eliasian inspiration, thematized the work and the teacher training in the field of Special Education. The reflections developed support our understanding that teacher formation is an absolutely relevant aspect of educational policies, having a positive impact on the quality of education offered, especially when, through collective dialogue, in this systematic space-time study, the actors involved in the processes (teachers, school directors, students, local community) problematize the objective and subjective conditions that mark and narrate the performance of the teaching work.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Sociologia figuracional]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="en"><![CDATA[Teacher formation]]></kwd>
<kwd lng="en"><![CDATA[Figurative sociology]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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