<?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>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000300106</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i58.4982</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[PRÁCTICAS DE ENSEÑANZA EN EDUCACIÓN ESPECIAL CON FAMILIAS, NIÑOS Y JÓVENES EN LA FORMACIÓN INICIAL DOCENTE]]></article-title>
<article-title xml:lang="en"><![CDATA[TEACHING PRACTICES IN SPECIAL EDUCATION WITH FAMILIES, CHILDREN AND YOUNG PEOPLE IN INITIAL TEACHER TRAINING]]></article-title>
<article-title xml:lang="pt"><![CDATA[PRÁTICAS DE ENSINO EM EDUCAÇÃO ESPECIAL COM FAMÍLIAS, CRIANÇAS E JOVENS NA FORMAÇÃO INICIAL DOCENTE]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marsura]]></surname>
<given-names><![CDATA[Nivea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Benitez]]></surname>
<given-names><![CDATA[Priscila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gràcia]]></surname>
<given-names><![CDATA[Marta]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domeniconi]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do ABC  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de Barcelona  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>58</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000300106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000300106&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000300106&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio tuvo como objetivo general comprobar si una propuesta de intervención educativa breve con familias era suficiente para garantizar el aprendizaje de conductas específicas con niños/jóvenes con TEA y/o DI. El estudio tuvo como objetivo específico verificar si una intervención educativa breve de siete semanas de duración, aplicada por estudiantes universitarios en formación inicial, era suficiente para cambiar la percepción de la familia sobre el desarrollo del niño/joven. Participaron 9 familias, 11 niños/jóvenes y 10 estudiantes universitarios en formación inicial. Se utilizó una entrevista semiestructurada con la familia para derivar los objetivos didácticos que se aplicaron durante la intervención. Se caracterizó a la familia, se volvió a aplicar la entrevista al finalizar la intervención (para comparar la percepción de la familia en relación al desarrollo del niño y joven) y se realizó un cuestionario de validez social a la familia, niño y joven. Los datos mostraron la satisfacción de los participantes, además de comprobar la importancia del estudio con prácticas basadas en evidencia en la formación inicial docente. La breve intervención educativa, estructurada en siete semanas, cambió la percepción de la familia sobre el desarrollo de niños y jóvenes. El estudio generó una reflexión sobre la Educación Especial como componente curricular en la formación inicial de docentes y, más específicamente, operacionalizó prácticas de enseñanza con familias en este contexto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study had as main objective to verify whether a proposal for a brief educational intervention with families was sufficient to ensure the learning of specific behaviors with children/young people with ASD and/or ID. The specific objective of the study was to verify whether a brief educational intervention lasting seven weeks, applied by university students in initial training, was sufficient to change the family's perception of the child/young person's development. The participants were: 9 families, 11 children/youngers and 10 university students in initial training participated. A semi-structured interview with the family was used to derive the teaching objectives that were applied during the intervention. The family was characterized, the interview was reapplied at the end of the intervention (in order to compare the family's perception of the child and young person's development) and a social validity questionnaire was administered to the family, child and young person. The data showed satisfaction among the participants, in addition to proving the importance of the study with evidence-based practices in the initial training of teachers. The brief educational intervention, structured over seven weeks, changed the family's perception of the development of children and young people. The study generated reflection on Special Education as a curricular component in initial teacher training and, more specifically, operationalized teaching practices with families in this context]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo teve como objetivo geral verificar se uma proposta de intervenção educativa com famílias foi suficiente para garantir a aprendizagem de comportamentos específicos com crianças/jovens com TEA e/ou DI. O estudo teve como objetivo específico verificar se uma intervenção educativa breve com duração de sete semanas, aplicada por universitários em formação inicial, foi suficiente para modificar a percepção da família, em relação ao desenvolvimento da criança/jovem. Participaram 9 famílias, 11 crianças/jovens e 10 universitários em formação inicial. Foi utilizada uma entrevista semiestruturada com a família para derivar os objetivos de ensino que foram aplicados durante a intervenção. Foi realizada a caracterização da família, reaplicação da entrevista ao final da intervenção (a fim de comparar a percepção da família em relação ao desenvolvimento da criança e jovem) e questionário de validade social, realizado com a família, criança e jovem. Os dados mostraram satisfação dos participantes, além de comprovar a importância do estudo com práticas baseadas em evidências na formação inicial de professoras. A intervenção educativa breve, estruturada em sete semanas, modificou a percepção da família em relação ao desenvolvimento das crianças e jovens. O estudo gerou reflexão sobre a Educação Especial enquanto componente curricular na formação inicial de professoras e, mais especificamente, operacionalizou práticas de ensino com as famílias nesse contexto.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Autismo]]></kwd>
<kwd lng="es"><![CDATA[Discapacidad intelectual]]></kwd>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
<kwd lng="es"><![CDATA[Intervención educativa]]></kwd>
<kwd lng="en"><![CDATA[Autism]]></kwd>
<kwd lng="en"><![CDATA[Intellectual disabilities]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[Educational intervention]]></kwd>
<kwd lng="pt"><![CDATA[Autismo]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência intelectual]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Intervenção educativa]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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