<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602011000300004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação de professores e inclusão: como se reformam os reformadores?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima-Rodrigues]]></surname>
<given-names><![CDATA[Luzia]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A04">
<institution><![CDATA[,Escola Superior de Educação Jean Piaget de Almada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Instituto Superior de Estudos Interculturais e Transdisciplinares de Almada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A04">
<institution><![CDATA[,Escola Superior de Educação Jean Piaget de Almada  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2011</year>
</pub-date>
<numero>41</numero>
<fpage>41</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602011000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602011000300004&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602011000300004&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Existe um grande consenso sobre a necessidade de investir na formação de professores para que se possam desenvolver modelos inclusivos na Educação. A Educação Inclusiva deve ser entendida como uma reforma educacional que, para se realizar, necessita que os professores sejam formados em modelos de ensino e comunicação diferentes dos modelos tradicionais. Com base na avaliação que um grupo de estudantes de mestrado em Educação Especial efetuou do seu curso, este artigo discute algumas concepções teóricas sobre formação de professores (nomeadamente o isomorfismo e a infusão) e quatro aspectos centrais da formação de professores para a Inclusão: conteúdos, estratégias de Ensino Aprendizagem, relação teoria-prática e impacto na vida profissional. Conclui-se que é necessário operar uma reforma aprofundada nos cursos de formação para que as pessoas que neles são formadas possam, elas próprias, vir a ser agentes de mudança na escola.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[There is large consensus about the need of a strong investment in teacher education in order that Inclusive Education can be implemented in regular schools. Inclusive Education must be understood as an educational reform. In order to develop this reform we need that teachers (either "regular" and "specialist") be educated to use teaching and communication paradigms different from those used on traditional schools. Using the data of an evaluation procedure of a master's degree course on Special Education done by its students, this paper discusses some of the theoretical basis of Teacher Education (namely isomorphism and infusion). Then, four aspects of teacher education are discussed: contents, teaching and learning strategies, theory-practice relation and professional impact of the course. The main conclusions can be summarized on the need of development of a deep reform on the courses of teacher Education to make them able to change the values and practices of their students in order to make them active participants on the Inclusive Education reform.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Forma&ccedil;&atilde;o de professores e inclus&atilde;o: como se reformam os  reformadores?</h2> <h3>Teacher education and  inclusion: how the reformers can be reformed?</h3>     <p>&nbsp;</p> <h4>David Rodrigues, Luzia Lima-Rodrigues    <br> </h4> </font>      ]]></body><back>
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