<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382017000300391</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382317000300006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avalia&#231;&#227;o e Inclus&#227;o na Pr&#233;-Escola: Experi&#234;ncias e Concep&#231;&#245;es de Professoras sobre a Utiliza&#231;&#227;o de um Sistema de Acompanhamento das Crian&#231;as1]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation and Inclusion in Preschool: Experiences and Conceptions about the Use of a Child Monitoring System]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Carla Cilene Baptista da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PORTUGAL]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Paulo Departamento de Saúde, Educação e Sociedade ]]></institution>
<addr-line><![CDATA[Santos SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de Aveiro Departamento de Educação e Psicologia ]]></institution>
<addr-line><![CDATA[Aveiro Portugal]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2017</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>391</fpage>
<lpage>409</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382017000300391&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382017000300391&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382017000300391&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: este artigo tem por objetivo apresentar experi&#234;ncias e concep&#231;&#245;es de professoras de educa&#231;&#227;o infantil sobre a utiliza&#231;&#227;o de um Sistema de Acompanhamento de Crian&#231;as (SAC) enquanto m&#233;todo de avalia&#231;&#227;o de suas pr&#225;ticas educativas, dos processos de desenvolvimento das crian&#231;as e de suporte para inclus&#227;o escolar. O SAC prop&#245;e uma avalia&#231;&#227;o processual e cont&#237;nua, atenta &#224; experi&#234;ncia de cada crian&#231;a, e visa promover as melhores respostas educativas a todas e a cada crian&#231;a. Participaram da pesquisa cinco professoras de educa&#231;&#227;o infantil de duas escolas p&#250;blicas de uma cidade paulista que, ao longo de quatro meses, estudaram e utilizaram o SAC no contexto da sua pr&#225;tica pedag&#243;gica. As suas experi&#234;ncias e concep&#231;&#245;es foram obtidas por meio de entrevistas semiestruturadas. Todas as participantes manifestaram satisfa&#231;&#227;o em terem conhecido e utilizado o SAC e o consideraram um importante instrumento de avalia&#231;&#227;o. Nas falas, destacaram-se tamb&#233;m a possibilidade de ouvir as crian&#231;as e a import&#226;ncia dada &#224; sua iniciativa e autonomia nas atividades. Sobre a educa&#231;&#227;o inclusiva, de modo geral, ficou evidenciado que o sistema pode ser uma ferramenta importante para auxiliar as professoras nos processos de inclus&#227;o. Quanto &#224;s reflex&#245;es sobre contextos, estrat&#233;gias e pr&#225;ticas educativas, a maioria deu maior destaque para as dificuldades relacionadas &#224; falta de tempo, espa&#231;o f&#237;sico e recursos materiais. Tamb&#233;m foram relatadas algumas contribui&#231;&#245;es que o uso do SAC trouxe &#224;s professoras nas suas pr&#225;ticas pedag&#243;gicas, especificamente com rela&#231;&#227;o a melhoria de ofertas educativas promotoras de maior autonomia das crian&#231;as e de a&#231;&#245;es mais inclusivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The purpose of this article is to present the experiences and conceptions of early childhood school teachers about the use of a Child Monitoring System (CMS) as a method to evaluate their educational practices, the processes of child development and support for school inclusion. The CMS proposes a process and continuous evaluation, monitoring the experience of each child, and aims to promote the best educational responses to each and every child. Five teachers from two public schools in a city in the state of S&#227;o Paulo participated in the study, for four months, studying and using the CMS in the context of their pedagogical practice. Their experiences and conceptions were obtained through semi-structured interviews. All participants expressed satisfaction at experiencing and using the CMS and considered it an important evaluation tool. The speeches highlighted the possibility of listening to children and the importance given to their initiative and autonomy in the activities. Concerning inclusive education, in general, it was evidenced that the system can be an important tool to assist the teachers in the processes of inclusion. In respect to the reflections on educational contexts, strategies and practices, the majority gave greater prominence to the difficulties related to the lack of time, inadequate physical space and material resources. It was also reported some contributions that the use of the CMS brought to the teachers in their pedagogical practices, specifically in relation to improvements in the educational offer that promote greater autonomy for the children and more inclusive actions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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