<?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>2216-0159</journal-id>
<journal-title><![CDATA[Praxis & Saber]]></journal-title>
<abbrev-journal-title><![CDATA[Prax. Saber]]></abbrev-journal-title>
<issn>2216-0159</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2216-01592019000200117</article-id>
<article-id pub-id-type="doi">10.19053/22160159.v10.n23.2019.9726</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Infâncias ditas autistas na escola: repercussões de pesquisas no mestrado em ensino]]></article-title>
<article-title xml:lang="es"><![CDATA[Infancias denominadas autistas en la escuela: repercusiones de investigaciones en el máster en enseñanza]]></article-title>
<article-title xml:lang="en"><![CDATA[So-called autistic children in school: repercussions of research in the master in teaching]]></article-title>
<article-title xml:lang="fr"><![CDATA[Les enfants dits autistes à l'école : l'impact des recherches de la mattrise en éducation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade Rodrigues]]></surname>
<given-names><![CDATA[Maria Goretti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domingues Gonçalves Caveari de Sousa]]></surname>
<given-names><![CDATA[Renata]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bandoli Tavares Vargas]]></surname>
<given-names><![CDATA[Thamyres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universitário Redentor  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Federal de Educación, Ciencia y Tecnología Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2019</year>
</pub-date>
<volume>10</volume>
<numero>23</numero>
<fpage>117</fpage>
<lpage>138</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S2216-01592019000200117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S2216-01592019000200117&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S2216-01592019000200117&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Nos propomos nesse artigo a pensar linhas de fuga às costumeiras colocações sobre as crianças, para conseguir um pensar filosófico que abra espaço para novas possibilidades junto às infâncias ditas autistas na escola, a partir dos resultados de pesquisas no Mestrado em Ensino da Universidade Federal Fluminense. Resgatamos as nomenclaturas atribuídas aos estudantes em situação de inclusão. Nos debruçamos sobre os anormais, segundo o ponto de vista de Foucault, para um deslocamento da perspectiva docente de estranhamento na escola frente à infância que resiste aos movimentos concêntricos e totalizantes. Trazemos a cartografia como percurso metodológico, onde pesquisar e intervir não podem ser desvinculados. Entendemos que a escrita não é o resultado do percurso da pesquisa, mas ele próprio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En este artículo nos proponemos pensar líneas de fuga a las acostumbradas posiciones sobre los niños, para lograr un pensamiento filosófico que abra espacio a nuevas posibilidades junto a las infancias denominadas autistas en la escuela, a partir de los resultados de investigaciones en el Máster en Enseñanza de la Universidad Federal Fluminense. Rescatamos las nomenclaturas atribuidas a los estudiantes en situación de inclusión. Nos ocupamos de los anormales, desde el punto de vista de Foucault, para conseguir un desplazamiento de la perspectiva docente de extrañamiento en la escuela frente a la infancia que resiste a los movimientos concéntricos y totalizantes. Usamos la cartografía como recorrido metodológico, donde investigar e intervenir no pueden ser desvinculados. Entendemos la escritura no como resultado del recorrido de la investigación, sino como el recorrido en sí.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract We propose in this article to think of lines of flight from the usual positions on children, in order to achieve a philosophical thinking able to open space for new possibilities with the so-called autistic children in the school, from the results of research in the Master's Degree in Teaching of the Federal Fluminense University. We rescued the nomenclatures attributed to the students in the situation of inclusion. We focused on the abnormal, from Foucault's point of view, in order to achieve a displacement of the teacher's perspective of estrangement in the school on the childhood that resists to concentric and totalizing movements. We use cartography as a methodological course, where research and intervention cannot be unlinked. We understand that writing is not the result of research, but it is research itself.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article vise à chercher des lignes de fuite qui se trouvent au niveau des positions habituelles sur les enfants dans le but de parvenir à penser d'une manière philosophique faisant une place aux nouvelles possibilités pour les enfants dits autistes à l'école, sur la base des résultats de recherche de la Maitrise en Éducation de l'Université Fédérale Fluminense. Nous repérons les appellations des étudiants en situation d'inclusion sociale. Nous nous penchons sur les anormaux à partir de la pensée de Foucault, afin d'obtenir un changement du point de vue des enseignants face à la distanciation par rapport aux enfants à l'école, laquelle résiste aux positions concentriques et totalisantes. Nous utilisons la cartographie en tant que parcours méthodologique, à l'intérieur duquel la recherche et l'intervention ne peuvent pas être dissociées. Nous ne concevons pas l'écriture comme le résultat de la recherche mais comme le parcours en soi.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[infância]]></kwd>
<kwd lng="pt"><![CDATA[autismo]]></kwd>
<kwd lng="pt"><![CDATA[cartografia]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
<kwd lng="es"><![CDATA[infancia]]></kwd>
<kwd lng="es"><![CDATA[autismo]]></kwd>
<kwd lng="es"><![CDATA[cartografía]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="en"><![CDATA[childhood]]></kwd>
<kwd lng="en"><![CDATA[autism]]></kwd>
<kwd lng="en"><![CDATA[cartography]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="fr"><![CDATA[enfance]]></kwd>
<kwd lng="fr"><![CDATA[autisme]]></kwd>
<kwd lng="fr"><![CDATA[cartographie]]></kwd>
<kwd lng="fr"><![CDATA[école]]></kwd>
</kwd-group>
</article-meta>
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