<?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>0104-4036</journal-id>
<journal-title><![CDATA[Ensaio: Avaliação e Políticas Públicas em Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Ensaio: aval. pol. públ. educ.]]></abbrev-journal-title>
<issn>0104-4036</issn>
<publisher>
<publisher-name><![CDATA[Fundação CESGRANRIO]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40362018000100091</article-id>
<article-id pub-id-type="doi">10.1590/S0104-40362018002600962</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepções dos educadores sobre a inclusão na educação pré-escolar: o papel da experiência e das habilitações]]></article-title>
<article-title xml:lang="en"><![CDATA[Preschool teachers&#8217; perceptions about inclusion in preschool education: the role of experience and qualifications]]></article-title>
<article-title xml:lang="es"><![CDATA[Las percepciones de los educadores hacia la inclusión en la educación preescolar: el rol de la experiencia y de las calificaciones]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Paulo César Azevedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cadime]]></surname>
<given-names><![CDATA[Irene Maria Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Portuguesa  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho  ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2018</year>
</pub-date>
<volume>26</volume>
<numero>98</numero>
<fpage>91</fpage>
<lpage>111</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40362018000100091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40362018000100091&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40362018000100091&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em Portugal, a extens&#227;o dos servi&#231;os de educa&#231;&#227;o especial &#224; educa&#231;&#227;o pr&#233;-escolar &#233; relativamente recente. S&#227;o tamb&#233;m escassos os estudos que avaliam as percep&#231;&#245;es dos educadores de inf&#226;ncia sobre as pr&#225;ticas inclusivas. Neste trabalho, pretendemos avaliar as percep&#231;&#245;es dos educadores de inf&#226;ncia sobre a inclus&#227;o. Recorreu-se a uma amostra de 118 educadores de inf&#226;ncia portugueses, a quem foi administrado o Invent&#225;rio de Inclus&#227;o. Os resultados indicam que a implementa&#231;&#227;o de pr&#225;ticas inclusivas est&#225; relacionada com a percep&#231;&#227;o de apoio e utiliza&#231;&#227;o anterior de pr&#225;ticas inclusivas. Educadores mais novos, com menos experi&#234;ncia letiva e com menos experi&#234;ncia na aplica&#231;&#227;o de pr&#225;ticas inclusivas possuem mais cren&#231;as sobre a inclus&#227;o. Educadores mais velhos e que trabalham mais tempo com crian&#231;as com necessidades educativas especiais percebem como melhores os efeitos da inclus&#227;o. Esses resultados s&#227;o discutidos &#224; luz da literatura existente, apresentando-se tamb&#233;m implica&#231;&#245;es para a pr&#225;tica educativa e para a investiga&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In Portugal, special education services were recently extended to preschool education. The studies that evaluate the perceptions of the preschool teachers about inclusive practices are also few. In this study we aim to evaluate the perceptions of preschool teachers about inclusion. A sample of 118 Portuguese preschool teachers was used. The Inclusion Inventory was administrated. The results indicate that the implementation of inclusive practices is related to perceived support and previous use of inclusive practices. Younger teachers, with less teaching experience and less time implementing inclusive practices have more beliefs about inclusion. Older professionals and teachers who spend more time working with children with special needs perceive better effects of inclusion in children. These results are discussed considering the existing literature, and implications for educational practice and research are presented.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En Portugal, la extensi&#243;n de los servicios de educaci&#243;n especial a la educaci&#243;n preescolar es relativamente reciente. Tambi&#233;n son pocos los estudios que eval&#250;an las percepciones de los maestros de la educaci&#243;n preescolar en las pr&#225;cticas inclusivas. En este trabajo nos proponemos evaluar las percepciones de los maestros de la educaci&#243;n preescolar acerca de la inclusi&#243;n. Se utiliz&#243; una muestra de 118 educadores portugueses, los cuales respondieran al inventario de inclusi&#243;n. Los resultados indican que las pr&#225;cticas inclusivas est&#225;n relacionadas con la percepci&#243;n de apoyo y el uso previo de las pr&#225;cticas inclusivas. Los educadores m&#225;s j&#243;venes, con menos experiencia de trabajo y menos experiencia lectiva en la aplicaci&#243;n de pr&#225;cticas inclusivas, tienen m&#225;s creencias acerca de la inclusi&#243;n. Educadores con m&#225;s edad y con m&#225;s tiempo de servicio con ni&#241;os con necesidades educativas especiales perciben mejores efectos de su inclusi&#243;n. Estos resultados se discuten a la luz de la literatura existente, presentando tambi&#233;n implicaciones para la pr&#225;ctica educativa y la investigaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Pré-escolar]]></kwd>
<kwd lng="pt"><![CDATA[Percepções]]></kwd>
<kwd lng="pt"><![CDATA[Educadores de infância]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Preschool]]></kwd>
<kwd lng="en"><![CDATA[Perceptions]]></kwd>
<kwd lng="en"><![CDATA[Preschool teachers]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Educación preescolar]]></kwd>
<kwd lng="es"><![CDATA[Percepciones]]></kwd>
<kwd lng="es"><![CDATA[Maestros de educación preescolar]]></kwd>
</kwd-group>
</article-meta>
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