<?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>S1413-65382018000200217</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382418000200005</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[As Emo&#231;&#245;es do Professor Frente ao Processo de Inclus&#227;o Escolar: uma Revis&#227;o Sistem&#225;tica]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher&#8217;s Emotions in Relation to the School Inclusion Process: a Systematic Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[FARIA]]></surname>
<given-names><![CDATA[Paula Maria Ferreira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAMARGO]]></surname>
<given-names><![CDATA[Denise de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Paraná Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Tuiuti do Paraná Psicologia Social Comunitária ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>24</volume>
<numero>2</numero>
<fpage>217</fpage>
<lpage>228</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382018000200217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382018000200217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382018000200217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A efetiva&#231;&#227;o do processo de inclus&#227;o escolar no Brasil envolve diversas quest&#245;es referentes ao professor e &#224;s pr&#225;ticas pedag&#243;gicas. Embora tradicionalmente tenha sido dada mais aten&#231;&#227;o aos aspectos de forma&#231;&#227;o e de capacita&#231;&#227;o intelectual, tamb&#233;m &#233; necess&#225;rio compreender como os aspectos emocionais do professor repercutem sobre sua pr&#225;tica em sala de aula. Nesse sentido, este estudo teve o objetivo de realizar uma revis&#227;o sistem&#225;tica nas publica&#231;&#245;es nacionais indexadas na base SciELO sobre as emo&#231;&#245;es do professor frente ao processo de inclus&#227;o escolar, no &#226;mbito do Ensino Fundamental. A busca sistem&#225;tica resultou na sele&#231;&#227;o de 10 artigos. N&#227;o foi localizado nenhum artigo com foco espec&#237;fico nas implica&#231;&#245;es dos aspectos emocionais do professor durante a inclus&#227;o escolar. Os estudos apontaram a presen&#231;a de diversas emo&#231;&#245;es/afetos/sentimentos, tanto em rela&#231;&#227;o ao trabalho pedag&#243;gico como em rela&#231;&#227;o ao aluno com necessidades educacionais especiais. As emo&#231;&#245;es mais frequentemente mencionadas foram: impot&#234;ncia, inseguran&#231;a, medo, ang&#250;stia, desamparo e isolamento. Em geral, essas emo&#231;&#245;es foram relacionadas ao despreparo do professor para realizar o trabalho sob a perspectiva inclusiva. Foram ainda citadas emo&#231;&#245;es relacionadas ao v&#237;nculo entre professor e aluno (como amor, carinho e progresso), &#224; necessidade educacional especial dos alunos (como medo e pena) e tamb&#233;m vinculadas ao exerc&#237;cio da pr&#225;tica profissional (como des&#226;nimo, despreparo e solid&#227;o). A revis&#227;o sistem&#225;tica aponta para a necessidade de mais investiga&#231;&#245;es da tem&#225;tica, bem como a necessidade de cria&#231;&#227;o de espa&#231;os para a express&#227;o e a valoriza&#231;&#227;o das emo&#231;&#245;es do professor, contribuindo, dessa forma, para a efetiva&#231;&#227;o da inclus&#227;o escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[ABSTRACT: The effectiveness of the process of school inclusion in Brazil involves several questions concerning the teacher and pedagogical practices. Although more attention has traditionally been given to the aspects of education and intellectual empowerment, it is also necessary to understand how teacher&#8217;s emotional aspects reverberate across his/her practice in the classroom. In this sense, this study had the objective of carrying out a systematic review in the national publications indexed in the SciELO database on the teacher&#8217;s emotions regarding the process of school inclusion, within the framework of Elementary Education. The systematic search resulted in the selection of ten papers. There were not any papers found with specific focus on the implications of the teacher&#8217;s emotional aspects during school inclusion. The studies pointed out the presence of several emotions/affections/feelings, both in relation to the pedagogical work and to the student with special educational needs. The most frequently mentioned emotions were: impotence, insecurity, fear, anguish, helplessness and isolation. In general, these emotions were related to the teacher&#8217;s unpreparedness to perform the work in the inclusive perspective. Emotions related to the bond between teacher and student (such as love, affection and progress), to the special educational needs of students (such as fear and pity) and also related to the exercise of professional practice (such as dismay, unpreparedness and loneliness) were also mentioned. The systematic review points to the need for further investigation on this theme, as well as the need to create spaces for the expression and valorization of the teacher&#8217;s emotions, thus contributing to the effectiveness of school inclusion.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Relação professor-aluno]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão educacional]]></kwd>
<kwd lng="pt"><![CDATA[Emoções]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher-student relationship]]></kwd>
<kwd lng="en"><![CDATA[Educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[Emotions]]></kwd>
</kwd-group>
</article-meta>
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