About the Journal

Revista Saber Incluir (RSI) is a quarterly publication, aimed at publishing new texts in ​​Education, with a specific focus on Special Education, Bilingual Education for the Deaf and/or the Inclusion of People with Disabilities. The journal publishes articles and reviews, prioritizing those fields and their interfaces with other areas, with Education as its central axis. The project aims to contribute to the dissemination of knowledge on the topics described, as well as to contribute to the promotion of a culture of appreciation for researchers from the North region and the strengthening of scientific exchange between this region and the rest of Brazil and other countries.

Year of creation: 2023

Area of ​​knowledge: Special Education

e-ISSN: 2965-8950

Announcements

New register to authors

2024-02-20

Dear Authors,

In order to maintain the normalization of the system regarding new registrations, the magazine team chose to carry it out manually. Therefore, we ask that you send the following information to the email revistasaberincluir@gmail.com :

- Full name

- Email

- Institution

- Orcid

- Lattes CV Address or similara

- Brief text of academic curriculum

Read more about New register to authors

Current Issue

Vol. 2 No. 3 (2024): Revista Saber Incluir
View Vol. 2 No. 3 (2024): Revista Saber Incluir
Published: 2024-12-30

Capa

Editorial

Articles

  • CURRICULAR CONSEQUENCES OF TUTORIAL SUPPORT FOR PORTUGUESE STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN AN INCLUSION CONTEXT (CASE STUDY)

    DOI: https://doi.org/10.24065/rsi.v2i3.2812
    Ernesto Candeias Martins, Ana Isabel Nogueira Ferreira

  • THE DIFFICULTIES OF TEACHERS AND STUDENTS IN TEACHING AND LEARNING LIBRAS IN UNDERGRADUATE COURSES

    DOI: https://doi.org/10.24065/rsi.v2i3.2653
    HERMINIO TAVARES SOUSA DOS SANTOS, CYNTIA FRANÇA CAVALCANTE DE ANDRADE DA SILVA, IVANILDE APOLUCENO DE OLIVEIRA

  • TRAJETÓRIAS E MEMÓRIAS (AUTO)BIOGRÁFICAS DE UMA PROFESSORA NO AEE Experiências e narrativas sobre diferenças e inclusão escolar

    DOI: https://doi.org/10.24065/rsi.v2i3.2662
    Victor Souza Santos, Charles Maycon Almeida Mota

  • THE PERSPECTIVE OF BILINGUAL PROFESSIONALS ON THE DEVELOPMENT OF DEAF CHILDREN

    DOI: https://doi.org/10.24065/rsi.v2i3.2813
    Bianca Aparecida Medeiros, Lara Ferreira dos Santos

  • INCLUSIVE EDUCATION: teachers training in focus

    DOI: https://doi.org/10.24065/rsi.v2i3.2814
    Joaquim Melro

  • INCLUSION AS A NEED FOR NEOLIBERALISM AND THE PROCESSES OF IN/EXCLUSION AT SCHOOL

    DOI: https://doi.org/10.24065/rsi.v2i3.2815
    Carolina Pereira Noya

  • INSTITUTO MÃOS DE OURO: Teaching Libras to Deaf and Hearing Children in Breves, Pará.

    DOI: https://doi.org/10.24065/rsi.v2i3.2816
    Fabrício Martins Balieiro, Carina da Silva Mota

  • INCLUSIVE PRACTICES IN SPECIAL EDUCATION: the role of the Libras interpreter in school mediation

    DOI: https://doi.org/10.24065/rsi.v2i3.2817
    José Valdir de Souza Lima, Aline Karina Barbosa da Silva Lima

  • REFLECTIONS ON TRANSLATION AND INTERPRETATION FOR DEAF INDIVIDUALS IN MIGRATION AND BORDER CONTEXTS

    DOI: https://doi.org/10.24065/rsi.v2i3.2818
    Monique de Souza Lima, Thaisy Bentes, Paulo Jeferson Pilar Araújo

  • INCLUSIVE EDUCATION: the use of Assistive Technology in a computational environment

    DOI: https://doi.org/10.24065/rsi.v2i3.2819
    Taiane Abreu Machado, Déborah Sara Souza Santos, Glória Elizabeth Galindo Abreu
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