<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092011000100008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Perfil e avaliação dos participantes de um curso de formação continuada em práticas educacionais inclusivas na modalidade a distância]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capellini]]></surname>
<given-names><![CDATA[Vera Lúcia Messias Fialho]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[Olga Maria Piazentin Rolim]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valle]]></surname>
<given-names><![CDATA[Tania Gracy do]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melchiori]]></surname>
<given-names><![CDATA[Lígia Ebner]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zanata]]></surname>
<given-names><![CDATA[Eliana Marques]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Lucia Pereira]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lepre]]></surname>
<given-names><![CDATA[Rita Melissa]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[Bauru ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2011</year>
</pub-date>
<volume>06</volume>
<numero>01</numero>
<fpage>79</fpage>
<lpage>89</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092011000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092011000100008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092011000100008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo analisa aspectos relacionados a um curso de formação continuada sobre práticas em Educação Especial e Inclusiva na área de Deficiência Mental, oferecido a professores de 20 (vinte) turmas inscritas pelo Ministério da Educação, de diferentes regiões do Brasil, com 180 (cento e oitenta) horas de duração, por meio de EaD. A pesquisa envolveu a descrição do perfil dos cursistas, uma análise da avaliação do curso realizada pelos cursistas e a das causas da evasão ocorrida no curso. Os resultados indicaram que os participantes, na sua maioria, avaliaram o curso positivamente em todos os aspectos solicitados. Os motivos mais frequentes para a evasão referiram-se às limitações dos cursistas, como a dificuldade em cumprir os prazos, motivos pessoais e inabilidade em usar computador. Concluiu-se que a Educação a Distância mostra-se como ferramenta relevante para aquisição de conhecimentos sobre a prática pedagógica inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article analyses aspects related to a continuing education course about Inclusive and Special Education in the area of Mental Disabilities offered to 20 (twenty) groups of teachers by the Ministry of Education. The Distance Course was offered in different regions of Brazil with a 180 (a hundred and eighty) hours workload. The research included the profile of the participants, an evaluation of the course by the participants and the analysis of the dropout causes. The aspects of the course under evaluation received a positive evaluation by most of the participants. The most frequent reason for the dropout rates include participants’ limitations in terms of meeting deadlines, personal reasons and difficulties in using computers. It was concluded that Distance Education seems to be a relevant tool for the acquisition of knowledge about inclusive practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino a Distância]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="en"><![CDATA[Distance Learning]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Perfil e avalia&ccedil;&atilde;o dos participantes de um curso de  forma&ccedil;&atilde;o continuada em pr&aacute;ticas educacionais inclusivas na modalidade a dist&acirc;ncia.</h2> <h3>Profile and  evaluation of participants in distance learning continuing education courses  about inclusive practices in education.</h3>     <p>&nbsp;</p> <h4>Vera L&uacute;cia Messias Fialho Capellini, Olga Maria Piazentin  Rolim Rodrigues, Tania Gracy do Valle, L&iacute;gia Ebner Melchiori, Eliana Marques  Zanata, Lucia Pereira Leite, Rita Melissa Lepre    <br> </h4> </font>      ]]></body><back>
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</article>
