<?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>S1413-65382019000200319</article-id>
<article-id pub-id-type="doi">10.1590/s1413-6538251900020009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estudos Desenvolvidos Tendo como Base o Documento &#8220;Index Para a Inclusão&#8221;]]></article-title>
<article-title xml:lang="en"><![CDATA[Studies Developed Based on the &#8220;Index for Inclusion&#8221; Document]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MENINO-MENCIA]]></surname>
<given-names><![CDATA[Gislaine Ferreira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BELANCIERI]]></surname>
<given-names><![CDATA[Maria de Fátima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SANTOS]]></surname>
<given-names><![CDATA[Mônica Pereira dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAPELLINI]]></surname>
<given-names><![CDATA[Vera Lucia Messias Fialho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[Bauru SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Universitário de Adamantina Departamento de Psicologia ]]></institution>
<addr-line><![CDATA[Adamantina SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de Londres  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Inglaterra</country>
</aff>
<aff id="Af6">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Departamento de Educação ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal de São Carlos Departamento de Educação ]]></institution>
<addr-line><![CDATA[Bauru SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>2</numero>
<fpage>319</fpage>
<lpage>336</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382019000200319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382019000200319&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382019000200319&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: A Inclusão em Educação como uma nova proposta de cultura escolar visa o desenvolvimento de uma escola &#8220;para todos&#8221;. As implicações desse processo legal consistem no reconhecimento da igualdade de valor e de direitos entre seres humanos e na consequente tomada de decisões por parte da escola, com vistas ao desenvolvimento de culturas, políticas e práticas inclusivas. Uma das possibilidades de levar-se tal tarefa a cabo é por meio do desenvolvimento do Index para a Inclusão. Trata-se de um documento orientador de processos institucionais de autorrevisão, particularmente voltado a escolas de Educação Básica, mas bastante adaptável a outros contextos educacionais e mesmo a outros tipos de instituição. Assim sendo, este estudo teve como objetivo realizar uma revisão teórica sobre a construção teórico-metodológica e a aplicabilidade do documento &#8220;Index para a inclusão&#8221;. Caracterizada como um estudo bibliográfico narrativo, a coleta de dados foi realizada em bases de dados nacionais e internacionais, como a Web of Science, Scopus, Parthenon, Capes e Dialnet, a partir das seguintes palavras-chave: &#8220;Index para a Inclusão&#8221; e &#8220;Booth&#8221;, com recorte temporário entre os anos de 2011 e 2016, resultando em 17 artigos. Para além da divulgação do uso do instrumento, este estudo mostra como o &#8220;Index para a Inclusão&#8221; tem sido adaptado e desenvolvido no contexto educacional internacional e nacional, possibilitando à rede pública de escolas brasileiras mais autonomia no que se refere às culturas, às políticas e às práticas inclusivas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Inclusion in Education as a new proposal of school culture aims at the development of a school &#8220;for all&#8221;. The implications of this legal process consist of the recognition of equal value and rights among human beings and the consequent decision-making by the school, with a view to developing inclusive cultures, policies and practices. One of the possibilities of carrying this task out is through the development of the Index for Inclusion. It is a guiding document of institutional processes of self-revision, particularly directed to schools of Basic Education, but quite adaptable to other educational contexts and even to other types of institution. Thus, the objective of this study was to carry out a theoretical review on the theoretical and methodological construction and the applicability of the document &#8220;Index for Inclusion&#8221;. Characterized as a narrative bibliographic study, data collection was carried out in national and international databases, such as Web of Science, Scopus, Parthenon, Capes and Dialnet, through the use of the following keywords: &#8220;Index for Inclusion&#8221; and &#8220;Booth&#8221;, with a temporary cutoff between the years 2011 and 2016, resulting in 17 papers. In addition to the dissemination of the use of the instrument, this study shows how the &#8220;Index for Inclusion&#8221; has been adapted and developed in the international and national educational context, enabling the Brazilian public network of schools to have greater autonomy when it comes to inclusive cultures, policies and practices.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Index para a Inclusão]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Index for Inclusion]]></kwd>
</kwd-group>
</article-meta>
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