<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442017000300689</article-id>
<article-id pub-id-type="doi">10.5902/1984644426374</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclusão: concepções dos docentes da Secretaria de Educação do Estado de São Paulo]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusion: conceptions of teachers of the Secretariat of Education of the State of São Paulo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bello]]></surname>
<given-names><![CDATA[Márcia Miranda Silveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Capellini]]></surname>
<given-names><![CDATA[Vera Lúcia Messias Fialho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Job Antonio Garcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista Júlio de Mesquita Filho Faculdade de Ciências Departa mento de Educação]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>42</volume>
<numero>3</numero>
<fpage>689</fpage>
<lpage>704</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442017000300689&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442017000300689&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442017000300689&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Atualmente, respeitar as diferen&#231;as e promover a inclus&#227;o s&#227;o temas frequentes nas mais variadas esferas, dentre elas a educacional. Nesse contexto, o termo inclus&#227;o tem assumido m&#250;ltiplos enfoques originan do diferentes pr&#225;ticas educacionais por quem objetiva concretiz&#225;-lo. O objetivo do presente trabalho foi analisar a compreens&#227;o que os docen tes da Rede Estadual de Educa&#231;&#227;o de S&#227;o Paulo possuem desse concei to. Os dados foram coletados por meio de narrativas elaboradas pelos sujeitos durante um curso de forma&#231;&#227;o continuada oferecido por meio do Programa Rede S&#227;o Paulo de Forma&#231;&#227;o Docente (REDEFOR). Os principais resultados apontam para a necessidade de se superar uma vis&#227;o homogeneizante da educa&#231;&#227;o que considera que apenas os alunos com defici&#234;ncia s&#227;o diferentes dos demais, e na qual a inclus&#227;o escolar se destinaria apenas a esse p&#250;blico. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Recently, respecting differences and promoting inclusion are frequent topics in a wide range of research, including education. In this context, the term inclusion has assumed multiple approaches giving rise to di fferent educational practices by those who intend to concretize it. The objective of the present work was to analyze the understanding that state teachers of education of S&#227;o Paulo have about this concept. The data were collected through narratives elaborated by the subjects du ring a continuing training course offered through the Programa Rede S&#227;o Paulo de Forma&#231;&#227;o Docente (REDEFOR). The main results point to the need to overcome a homogenizing view of education, which considers that only the students with disabilities are different from the others, and in which school inclusion would only be for this public. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[REDEFOR]]></kwd>
<kwd lng="pt"><![CDATA[Formação Continuada]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão Escolar]]></kwd>
<kwd lng="en"><![CDATA[REDEFOR]]></kwd>
<kwd lng="en"><![CDATA[Continuing Education]]></kwd>
<kwd lng="en"><![CDATA[School Inclusion]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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