<?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>1984-686X</journal-id>
<journal-title><![CDATA[Revista Educação Especial (Online)]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Espec.]]></abbrev-journal-title>
<issn>1984-686X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-686X2023000100251</article-id>
<article-id pub-id-type="doi">10.5902/1984686x43073</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A realidade da educação inclusiva em um município da Fronteira Oeste do RS: identificando estratégias, ações e conteúdos para a formação de professores]]></article-title>
<article-title xml:lang="en"><![CDATA[The reality of inclusive education in a municipality of the West Frontier of RS: identifying strategies, actions and contents to provide teacher training]]></article-title>
<article-title xml:lang="es"><![CDATA[La realidad de la educación inclusiva en un municipio de Fronteira Oeste, RS: identificación de estrategias, acciones y contenidos para la formación docente]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Teixeira]]></surname>
<given-names><![CDATA[Amanda Machado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rossetto]]></surname>
<given-names><![CDATA[Elisabeth]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Folmer]]></surname>
<given-names><![CDATA[Vanderlei]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Copetti]]></surname>
<given-names><![CDATA[Jaqueline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Uruguaiana RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Cascavél PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Uruguaiana RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Pampa  ]]></institution>
<addr-line><![CDATA[Uruguaiana RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-686X2023000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100251&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100251&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este estudo buscou compreender a realidade e as possíveis dificuldades encontradas pelas professoras do Atendimento Educacional Especializado (AEE), em relação ao processo inclusivo nas escolas da rede pública municipal de uma cidade da Fronteira Oeste do RS, visando identificar estratégias, ações e conteúdos para a formação profissional docente, na perspectiva da educação inclusiva. Trata-se de uma pesquisa exploratória e descritiva com abordagem qualitativa na análise e discussão de seus resultados. A amostra do estudo foi composta por dezessete professoras do AEE e pela Coordenadora da Educação Especial da Secretaria Municipal de Educação local. Para coleta dos dados, as professoras do AEE responderam um questionário que teve como proposta identificar a realidade e as possíveis dificuldades relacionadas à sua prática docente. Foi realizado um encontro para preenchimento do questionário, e posteriormente, um encontro para devolutiva das informações às participantes. Como principais resultados, destacam-se a dificuldade de articulação com os serviços da área da saúde, e com os professores das salas regulares, a falta de recursos materiais e estruturais para o AEE, e a dificuldade de participação das famílias na vida escolar dos estudantes público da Educação Especial. A partir do exposto, ressalta-se a necessidade das redes de apoio na escola regular como uma possível estratégia para superação das fragilidades existentes no processo de escolarização desses estudantes. Além disso, os dados apresentados neste estudo serão válidos para o planejamento de futura proposta de formação profissional docente para professores da rede pública municipal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study sought to understand the reality and the possible difficulties encountered by the teachers of the Specialized Educational Assistance (SEA), in relation to the inclusive process in the schools of the municipal public network of a city of the western border of RS, Brazil, aiming at identifying strategies, actions and contents for the professional teacher education, from the perspective of inclusive education. This is an exploratory and descriptive research with a qualitative approach in the analysis and discussion of its results. The sample of the study was composed of seventeen teachers of the SEA and the Coordinator of Special Education of the Municipal Secretary of Education. To collect the data, the teachers of the SEA answered a questionnaire that had as a proposal to identify the reality and possible difficulties related to their teaching practice. A meeting was held to complete the questionnaire, and later, a meeting to return the information to the participants. The main results were the lack of articulation with the health services and the teachers of the regular rooms, the lack of material and structural resources for SEA, and the lack of participation of families in the students' school life target audience of Special Education. From the above, the need for support networks in the regular school is highlighted as a possible strategy to overcome the fragilities that exist in the schooling process of these students. In addition, the data presented in this study will be valid for the planning of a future proposal of professional teacher training for municipal public school teachers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este estudio buscó comprender la realidad y las posibles dificultades encontradas por los docentes de la Atención Educativa Especializada (AEE), en relación con el proceso inclusivo en las escuelas de la red pública municipal de una ciudad en la frontera occidental de RS, Brazil, con el objetivo de identificar estrategias, acciones y contenidos para el formación profesional docente, desde la perspectiva de la educación inclusiva.Es una investigación exploratoria y descriptiva con un enfoque cualitativo en el análisis y discusión de sus resultados.La muestra del estudio consistió en diecisiete maestros de AEE y el Coordinador de Educación Especial del Departamento de Educación Municipal.Para la recopilación de datos, los profesores de la AEE respondieron un cuestionario que tenía el propósito de identificar la realidad y las posibles dificultades relacionadas con su práctica docente.Se realizó una reunión para completar el cuestionario, y luego, una reunión para devolver la información a los participantes.Como resultados principales, destacan la dificultad de articulación con los servicios del área de salud y con los maestros de las aulas regulares, la falta de recursos materiales y estructurales para la ESA y la dificultad de participación de las familias en la vida escolar de los estudiantes público de Educación Especial. Con base en lo anterior, la necesidad de redes de apoyo en las escuelas regulares se destaca como una posible estrategia para superar las debilidades existentes en el proceso de escolarización de estos estudiantes.Además, los datos presentados en este estudio serán válidos para planificar una futura propuesta de formación profesional de docentes para docentes de la red pública municipal.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Atendimento Educacional Especializado]]></kwd>
<kwd lng="pt"><![CDATA[Formação profissional docente.]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Specialized Educational Assistance]]></kwd>
<kwd lng="en"><![CDATA[Professional teacher training]]></kwd>
<kwd lng="es"><![CDATA[Educación Inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Atención Educativa Especializada]]></kwd>
<kwd lng="es"><![CDATA[Formación profesional docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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