<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022016000300713</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201609151344</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Professores de educação infantil e temas sobre inclusão de crianças com deficiência no ensino regular]]></article-title>
<article-title xml:lang="en"><![CDATA[Early childhood teachers and the inclusion of children with disabilities in regular schools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Alexandre Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Vitor Antonio Cerignoni]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tolocka]]></surname>
<given-names><![CDATA[Rute Estanislava]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal Goiano  ]]></institution>
<addr-line><![CDATA[Trindade GO]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Tocantins  ]]></institution>
<addr-line><![CDATA[Miracema TO]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Metodista de Piracicaba  ]]></institution>
<addr-line><![CDATA[Piracicaba SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>42</volume>
<numero>3</numero>
<fpage>713</fpage>
<lpage>726</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022016000300713&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022016000300713&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022016000300713&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Politicas p&#250;blicas para a educa&#231;&#227;o infantil prop&#245;em aumento do n&#250;mero de crian&#231;as atendidas e incentivam a educa&#231;&#227;o continuada. No entanto, conflitos s&#227;o gerados e a qualidade desse n&#237;vel de ensino est&#225; aqu&#233;m da desejada. Este estudo tem por objetivo analisar a percep&#231;&#227;o de conhecimento de professores que atuam nesse n&#237;vel de ensino sobre temas relativos &#224; inclus&#227;o de crian&#231;as com defici&#234;ncias em aulas regulares, e como eles procedem nesses casos. Trata-se de um estudo de campo com amostra aleat&#243;ria, com professores regentes de classe e professores de educa&#231;&#227;o f&#237;sica. Foi feito com aplica&#231;&#227;o de question&#225;rio que versava sobre autonomia; inclus&#227;o social; especificidade de crian&#231;as com defici&#234;ncia; avalia&#231;&#227;o; adapta&#231;&#245;es e possibilidades de movimento corporal. A primeira parte de cada quest&#227;o se referia &#224; percep&#231;&#227;o do professor sobre seu conhecimento do tema em uma escala Likert, e a segunda solicitava que o professor fornecesse exemplos de como agiria com a situa&#231;&#227;o. Na maioria das quest&#245;es, mais da metade do grupo de professores relatou ter conhecimento prec&#225;rio, grande parte deles preferiu apresentar justificativas, ao inv&#233;s de exemplificar a&#231;&#245;es que pudessem ser realizadas. Os poucos exemplos apresentados demonstram superficialidade no tratamento dos temas e ou desconhecimento do mesmo. H&#225; um paradoxo: &#233; desej&#225;vel que a educa&#231;&#227;o ocorra cada vez mais cedo, para possibilitar uma sociedade mais igualit&#225;ria, mas o cuidado necess&#225;rio com essas crian&#231;as pode estar em risco, bem como a oferta de viv&#234;ncias que lhes possibilitem atingir seu potencial de desenvolvimento. &#201; necess&#225;rio enriquecer di&#225;logos entre diferentes setores da sociedade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Public policy on early childhood education proposes increasing the number of children and encourages continuing education. However, conflicts are generated and the quality of this level of education is below expectations. This study aims to analyze the perception of knowledge of teachers who work at this level of education on issues related to the inclusion of children with disabilities in regular classes and how they proceed in these cases. It is a field study with a random sample of classroom teachers and physical education teachers, which used a questionnaire about: autonomy, social inclusion, the specificity of children with disabilities, evaluation, adaptation, and possibilities of body movement. The first part of each question referred to teachers&#8217; perception of their knowledge on the subject, in a Likert scale, and the second part asked teachers to give examples of how they would act. For most questions, more than half the group of teachers stated they had poor knowledge, and most preferred to present justifications rather than examples of actions that could be undertaken. The few examples given demonstrated superficiality in addressing the issues and or lack of knowledge. There is a paradox: it is desirable that education occurs earlier and earlier, to promote a more equitable society, but the care of these children and to their full development may be at risk. It is necessary to enrich the dialogue between different sectors of society.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Deficiência]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão social]]></kwd>
<kwd lng="pt"><![CDATA[Cuidado]]></kwd>
<kwd lng="pt"><![CDATA[Práticas corporais]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="en"><![CDATA[Disabilities]]></kwd>
<kwd lng="en"><![CDATA[Social inclusion]]></kwd>
<kwd lng="en"><![CDATA[Care]]></kwd>
<kwd lng="en"><![CDATA[Body practices]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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