<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062015000100168</article-id>
<article-id pub-id-type="doi">10.2015/jan.abr.v25n48.012</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relação Família e Escola e Educação Especial: Opinião de Professores]]></article-title>
<article-title xml:lang="en"><![CDATA[The Family and School Relationship and Special Education: Teacher's Opinion]]></article-title>
<article-title xml:lang="es"><![CDATA[Relación Familia-Escuela y Educación Especial: Opinión de Profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Laura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gualda]]></surname>
<given-names><![CDATA[Danielli Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cia]]></surname>
<given-names><![CDATA[Fabiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2015</year>
</pub-date>
<volume>25</volume>
<numero>48</numero>
<fpage>168</fpage>
<lpage>185</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062015000100168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062015000100168&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062015000100168&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A rela&#231;&#227;o entre a fam&#237;lia e a escola de crian&#231;as, p&#250;blico alvo da educa&#231;&#227;o especial (PAEE), vem sendo apontada como ben&#233;fica para o processo de escolariza&#231;&#227;o na escola comum. Considerando a contribui&#231;&#227;o positiva da parceria entre os pais e os agentes escolares para o desenvolvimento e aprendizagem dessas crian&#231;as, julga-se necess&#225;rio investigar como ocorre essa rela&#231;&#227;o no contexto da educa&#231;&#227;o infantil, j&#225; que essa &#233; a primeira etapa de escolariza&#231;&#227;o das crian&#231;as. O objetivo deste estudo foi descrever a rela&#231;&#227;o entre a fam&#237;lia e a escola de crian&#231;as pr&#233;-escolares PAEE matriculadas na escola comum, segundo a opini&#227;o de professores. Participaram da pesquisa 20 professoras pr&#233;-escolares que lecionavam para crian&#231;as PAEE, da rede municipal de ensino. Para responder ao objetivo, as participantes preencheram um question&#225;rio que avaliou a rela&#231;&#227;o estabelecida por elas com as fam&#237;lias de crian&#231;as PAEE e as poss&#237;veis estrat&#233;gias que poderiam ser realizadas para estreitar essa rela&#231;&#227;o. A maioria das professoras apontou a socializa&#231;&#227;o como o principal fator da escola que poderia influenciar no sucesso escolar da crian&#231;a, e que a boa rela&#231;&#227;o fam&#237;lia e escola &#233; constitu&#237;da pela troca de informa&#231;&#245;es e di&#225;logo. Em rela&#231;&#227;o &#224;s estrat&#233;gias utilizadas para se comunicarem com os pais, t&#234;m-se com maior frequ&#234;ncia as reuni&#245;es de pais e o uso de bilhetes. Aproximadamente metade das professoras apontou que informava os pais sobre o desenvolvimento e aprendizagem da crian&#231;a, a fim de ajud&#225;-los no processo de escolariza&#231;&#227;o na escola comum. Esses resultados podem nortear interven&#231;&#245;es a serem desenvolvidas com pais e professores, a fim de estreitar tal rela&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The relationship between school and the family of the special education target group's children is pointed out as beneficial to the schooling process in the regular classes. Considering the positive contribution of the partnership between parents and school agents to the children's development and learning in the early childhood environment, since this is the first educational stage of them. The aim of this study was to describe the relationship between the family of preschool children's that are special education target group and their school, according to their teacher's opinion. The participants of this study were 20 female teachers that worked with children determined as special education target group. Data were collected through a questionnaire that evaluated the relationship that teachers established with the family of the special education target group's children, as well as possible strategies that could be undertaken to strengthen their relationship. Most teachers pointed out the socialization as the school's main factor that could help in the child success, besides, according to their opinion the good relationship between family and school happened because of the information exchange and dialog. About the strategies used to communicate with the parents, the meetings and notes were the most quoted. Lastly, nearly half of the teachers pointed out that used to inform the parents about the child's development/learning, to help them in their education. This results shows can guide interventions that can be developed with parents and teachers to make this relationship narrower.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[La relaci&#243;n entre la familia y la escuela de ni&#241;os, p&#250;blico meta de la educaci&#243;n especial (PAEE en portugu&#233;s - PMEE en espa&#241;ol), viene siendo apuntada como ben&#233;fica para el proceso de escolarizaci&#243;n en la escuela com&#250;n. Considerando la contribuci&#243;n positiva de la colaboraci&#243;n entre los padres y los agentes escolares para el desarrollo y el aprendizaje de estos ni&#241;os, se juzga necesario investigar c&#243;mo ocurre esta relaci&#243;n en el contexto de la educaci&#243;n infantil, ya que esta es la primera etapa de escolarizaci&#243;n de los ni&#241;os. El objetivo de este estudio fue describir la relaci&#243;n entre la familia y la escuela de ni&#241;os pre-escolares PMEE matriculados en la escuela com&#250;n, seg&#250;n la opini&#243;n de profesoras. Participaron de la investigaci&#243;n 20 profesoras preescolares que impart&#237;an clases a ni&#241;os PMEE, de la red municipal de ense&#241;anza. Para responder al objetivo, las participantes completaron un cuestionario que evalu&#243; la relaci&#243;n establecida por ellas con las familias de ni&#241;os PMEE y las posibles estrategias que podr&#237;an realizarse para estrechar esta relaci&#243;n. La mayor&#237;a de las profesoras apunt&#243; la socializaci&#243;n como el principal factor de la escuela que podr&#237;a influenciar en el &#233;xito escolar del ni&#241;o, y que la buena relaci&#243;n familia-escuela se constituye por el intercambio de informaciones y el di&#225;logo. Con relaci&#243;n a las estrategias utilizadas para comunicarse con los padres, se tienen con mayor frecuencia las reuniones de padres y el uso de recados. Aproximadamente la mitad de las profesoras apunt&#243; que informaba a los padres sobre el desarrollo y aprendizaje del ni&#241;o, a fin de ayudarlos en el proceso de escolarizaci&#243;n en la escuela com&#250;n. Esos resultados pueden nortear las intervenciones a desarrollarse con los padres y profesores, a fin de estrechar tal relaci&#243;n.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Relação Família e Escola]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Infantil]]></kwd>
<kwd lng="en"><![CDATA[Family-School Relationship]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Pre-elementary School]]></kwd>
<kwd lng="es"><![CDATA[Relación Familia y Escuela]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<surname><![CDATA[FONSECA]]></surname>
<given-names><![CDATA[R.M.G.S]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Funções da creche segundo suas trabalhadoras: situando o cuidado da criança no contexto educativo.]]></article-title>
<source><![CDATA[Revista de Enfermagem USP]]></source>
<year></year>
<volume>37</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>24-34</page-range><publisher-loc><![CDATA[São Paulo ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
