<?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>0104-7043</journal-id>
<journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></journal-title>
<abbrev-journal-title><![CDATA[Revista da FAEEBA: Educação e Contemporaneidade]]></abbrev-journal-title>
<issn>0104-7043</issn>
<publisher>
<publisher-name><![CDATA[Universidade do Estado da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-70432023000100147</article-id>
<article-id pub-id-type="doi">10.21879/faeeba2358-0194.2023.v32.n69.p147-166</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[VIOLÊNCIA CONTRA ESTUDANTES COM DEFICÊNCIA EM SITUAÇÃO DE INCLUSÃO NA ESCOLA PÚBLICA]]></article-title>
<article-title xml:lang="en"><![CDATA[VIOLENCE AGAINST STUDENTS WITH DISABILITIES IN A SITUATION OF INCLUSION IN THE PUBLIC SCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[VIOLENCIA CONTRA ESTUDIANTES COM DEFICIENCIA EN SITUACIÓN DE INCLUSIÓN EN LA ESCUELA PÚBLICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Lívia de Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Valdelúcia Alves da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2023</year>
</pub-date>
<volume>32</volume>
<numero>69</numero>
<fpage>147</fpage>
<lpage>166</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-70432023000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-70432023000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-70432023000100147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Este artigo refere-se a uma pesquisa de mestrado em educação visando à identificação das causas que contribuem para a violência, manifestada pelo preconceito contra estudantes com deficiência em situação de inclusão na escola pública. O referencial teórico-metodológico adotado foi a Teoria Crítica da Sociedade e a Pesquisa Social Empírica. O lócus investigado foi o cotidiano de uma escola pública de Petrópolis/RJ; como instrumento de coleta de dados, utilizaram-se a entrevista semiestruturada e participação remota de quatro professoras do ensino fundamental devido à pandemia do coronavírus. Os resultados obtidos evidenciaram que mesmo com os limites impostos pela pandemia e a exigência do ensino remoto, a escola pública e as professoras demonstraram capacidade de resistir e enfrentar a violência ao considerarem a educação e a inclusão escolar fundamentadas nos direitos humanos. Nesse cenário, a formação docente, discente e a experiência com as diferenças de aprendizagem e seu acolhimento assumem prioridade, vislumbrando-se a emancipação e o desenvolvimento da sensibilidade, pilares para que professores e estudantes se tornem livres pensantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article refers to a master&#8217;s research in education whose central question is the identification of causes that contribute to violence, manifested by prejudice against students with disabilities in a situation of inclusion in public schools. The theoretical-methodological framework adopted was the Critical Theory of Society and Empirical Social Research. The locus investigated was the daily life of a public school in Petrópolis/RJ, with a data collection instrument, a semi-structured interview and remote participation of four elementary school teachers due to the coronavirus pandemic. The results obtained showed that even with the limits imposed by the pandemic and the requirement of remote teaching, the public school and the teachers demonstrated the ability to resist and face violence when considering education and school inclusion based on human rights. In this scenario, teacher and student training and the experience with learning differences and their reception assume priority, envisioning emancipation and the development of sensitivity, pillars for teachers and students to become free thinkers.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo hace referencia a una investigación de maestría en educación cuya pregunta central es la identificación de las causas que contribuyen a la violencia, manifestada por el prejuicio contra estudiantes con deficiencia en situación de inclusión en las escuelas públicas. El marco teórico-metodológico adoptado fue la Teoría Crítica de la Sociedad y la Investigación Social Empírica. El lócus investigado fue una escuela pública de Petrópolis/RJ, con instrumento de recolección de datos la entrevista semiestructurada y participación a distancia de cuatro docentes de la enseñanza fundamental debido a la pandemia del coronavirus. Los resultados revelaran que la escuela pública y las docentes tienen capacidad de resistencia y enfrentamiento a la violencia al considerar la educación y la inclusión escolar con base en los derechos humanos. En este escenario, la formación docente, discente, la experiencia con las diferencias de aprendizaje y su acogimiento asumen prioridad, vislumbrando la emancipación y el desarrollo de la sensibilidad, pilares para que docentes y estudiantes se tornen libres pensantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Preconceito]]></kwd>
<kwd lng="pt"><![CDATA[Direitos Humanos e Educação]]></kwd>
<kwd lng="en"><![CDATA[Educational Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Preconception]]></kwd>
<kwd lng="en"><![CDATA[Human Rights and Education]]></kwd>
<kwd lng="es"><![CDATA[Inclusión Educativa]]></kwd>
<kwd lng="es"><![CDATA[Prejuicio]]></kwd>
<kwd lng="es"><![CDATA[Derechos Humanos y Educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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