<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382024000100300</article-id>
<article-id pub-id-type="doi">10.1590/1980-54702024v30e0016</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Prática Pedagógica, Contextos Físicos e Sociais: Implicações Para a Inclusão]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical Practice, Physical and Social Contexts: Implications for the Inclusion]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Makida-Dyonisio]]></surname>
<given-names><![CDATA[Cristiane]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martinic]]></surname>
<given-names><![CDATA[Sergio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gimenez]]></surname>
<given-names><![CDATA[Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Cidade de São Paulo (UNICID)  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Aysén  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Cidade de São Paulo (UNICID)  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382024000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382024000100300&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382024000100300&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este estudo compara os contextos físicos, sociais e a prática pedagógica da Educação Infantil com a do Ensino Fundamental e levanta suas respectivas implicações para a inclusão das crianças. Participaram desta pesquisa dois estudantes com deficiência matriculados no último ano da Educação Infantil, comparados com outros dois estudantes com deficiência do Ensino Fundamental. Configura-se uma pesquisa descritiva de cunho quantitativo. O método baseou-se na etologia. Os resultados indicam que, na Educação Infantil, houve altos índices de interação social, variabilidade na utilização de espaços, maior tempo em atividades corporais e o direcionamento da prática pedagógica voltada à interação. Já no Ensino Fundamental, os alunos apresentaram relativo grau de autonomia, mas ainda muito condicionado ao conteúdo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This study compares the physical and social contexts and the pedagogical practice of Early Childhood Education with that of Elementary Education and raises their respective implications for the inclusion of children. Two students with disabilities enrolled in the last grade of the Early Childhood Education participated in this research, in comparison with two other students with disabilities in Elementary School. It is a descriptive investigation of quantitative nature. The method was based on the ethology. The results indicate that in Early Childhood Education there were high levels of social interaction, variability in the use of spaces, more time dedicated to physical activities and orientation of the pedagogical practice centered on interaction. In Elementary School, students had a relative degree of autonomy, but still highly conditioned to the content.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="pt"><![CDATA[Ensino Fundamental]]></kwd>
<kwd lng="en"><![CDATA[School inclusion]]></kwd>
<kwd lng="en"><![CDATA[Early Childhood Education]]></kwd>
<kwd lng="en"><![CDATA[Elementary School]]></kwd>
</kwd-group>
</article-meta>
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<ref id="B60">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Woodcock]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Woolfson]]></surname>
<given-names><![CDATA[L. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Are leaders leading the way of inclusion? Teacher&#8217;s perceptions of systemic support and barriers toward inclusion]]></article-title>
<source><![CDATA[International Journal of Educational Research]]></source>
<year>2019</year>
<volume>98</volume>
<page-range>232-42</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
