<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472024000100107</article-id>
<article-id pub-id-type="doi">10.14393/obv8.e2024-12</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclusão na Educação Superior: do que estamos falando?]]></article-title>
<article-title xml:lang="es"><![CDATA[Inclusión en la educación superior: ¿De qué estamos hablando?]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusion in Higher Education: what are we talking about?1]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossato]]></surname>
<given-names><![CDATA[Solange Pereira Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barroco]]></surname>
<given-names><![CDATA[Sônia Mari Shima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Hilusca Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tavares]]></surname>
<given-names><![CDATA[Ana Paula da Paz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Rondônia  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[ PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Estadual de Maringá  Secretaria de Educação, Prefeitura do Município de Maringá]]></institution>
<addr-line><![CDATA[ PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>8</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472024000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472024000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472024000100107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Objetiva-se discutir a Educação Superior ante os desafios da educação inclusiva, em suas correlações com uma psicologia crítica, firmada no compromisso ético e político com o desenvolvimento da genericidade em todos os sujeitos. Para tanto, elege-se a Psicologia Histórico-Cultural, que defende que a constituição e o desenvolvimento da consciência e do psiquismo humano são de natureza social e cultural. A Educação Superior, apesar das contradições ensejadas no modo de produção capitalista e no sistema meritocrático de ensino, precisa cada vez mais caminhar para a valorização e legitimidade da diversidade e inclusão de todos, buscando atender suas especificidades de ensino e aprendizagem. Conclui-se que a Psicologia pode contribuir para a compreensão e reflexão da educação inclusiva na Educação Superior, em sua complexidade, na sua função mediadora de apropriação da experiência acumulada do gênero humano e para a formação da consciência das pessoas com ou sem deficiência, na constituição da forte noção de pertencimento à coletividade e em direção da transformação da realidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El objetivo es reflexionar la Educación Superior ante los desafíos de la educación inclusiva, en sus correlaciones con una psicología crítica, firmada en el compromiso ético y político con el desarrollo de la genericidad en todos los sujetos. Para ello, se elige la Psicología Histórico-Cultural, que defiende que la constitución y el desarrollo de la conciencia y el psiquismo humano son de naturaleza social y cultural. La educación superior, a pesar de las contradicciones en el modo de producción capitalista y el sistema meritocrático de enseñanza, necesita cada vez más caminar hacia la valorización y legitimidad de la diversidad e inclusión de todos, buscando satisfacer sus especificidades de enseñanza y aprendizaje. Se concluye que la Psicología puede contribuir a la comprensión y reflexión de la educación inclusiva en la Educación Superior, en su complejidad, en su función mediadora de apropiación de la experiencia acumulada del género humano y para la formación de la conciencia de las personas con o sin discapacidad, en la constitución se da una fuerte noción de pertenencia a la colectividad y hacia la transformación de la realidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The objective is to discuss College Education in the face of the challenges of inclusive education, in its correlations with a critical psychology, established in the ethical and political commitment to the development of genericity in all subjects. To this end, Historical-Cultural Psychology was chosen, which argues that the constitution and development of consciousness and the human psyche are of a social and cultural nature. College Education, despite the contradictions created by the capitalist mode of production and the meritocratic teaching system, increasingly needs to move towards valuing and legitimizing the diversity and inclusion of all, seeking to meet their specific teaching and learning needs. It is concluded that Psychology can contribute to the understanding and reflection of inclusive education in College Education, in its complexity, in its mediating function of appropriating the accumulated experience of the human race and for the formation of the consciousness of people with or without disabilities, in the constitution of a strong notion of belonging to the community and towards the transformation of reality.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[Psicologia Histórico-Cultural]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="es"><![CDATA[Educación Superior]]></kwd>
<kwd lng="es"><![CDATA[Psicología Histórico-Cultural]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="en"><![CDATA[College Education]]></kwd>
<kwd lng="en"><![CDATA[Historical-Cultural Psychology]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
</kwd-group>
</article-meta>
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