<?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>S1981-81062016000200332</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol26.n52.p332-348</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Programas de Intervenção Precoce: o que revelam as teses e dissertações]]></article-title>
<article-title xml:lang="en"><![CDATA[Early Intervention Programs: what to reveal dissertations and thesis]]></article-title>
<article-title xml:lang="es"><![CDATA[Programas de la Intervención Temprana: lo que revelan las tesis y disertaciones]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Candido]]></surname>
<given-names><![CDATA[Ana Regina Lucato Sigolo]]></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 SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2016</year>
</pub-date>
<volume>26</volume>
<numero>52</numero>
<fpage>332</fpage>
<lpage>348</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062016000200332&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062016000200332&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062016000200332&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Os objetivos principais desse trabalho foram identificar as teses e disserta&#231;&#245;es produzidas em Programas de P&#243;s-Gradua&#231;&#227;o que abordam o tema da Interven&#231;&#227;o Precoce e identificar nos estudos os dados emp&#237;ricos que avaliam a rela&#231;&#227;o entre os programas de interven&#231;&#227;o precoce e as fam&#237;lias. Os descritores utilizados foram aten&#231;&#227;o precoce, estimula&#231;&#227;o precoce, estimula&#231;&#227;o essencial, estimula&#231;&#227;o infantil, estimula&#231;&#227;o do desenvolvimento infantil, interven&#231;&#227;o precoce e vigil&#226;ncia do desenvolvimento. Os trabalhos foram analisados por meio de uma ficha avaliativa em que constava o autor, institui&#231;&#227;o de origem, grau de titula&#231;&#227;o, tema principal, tipo de pesquisa, participantes, procedimentos para coleta de dados, an&#225;lise dos dados, base te&#243;rica, fonte te&#243;rica, resultados e conclus&#245;es. Foram analisados 78 trabalhos. Os estudos revelaram que a identifica&#231;&#227;o de crian&#231;as eleg&#237;veis para a estimula&#231;&#227;o precoce ainda est&#225; centrada nas caracter&#237;sticas infantis. As avalia&#231;&#245;es t&#234;m se voltado para o desenvolvimento infantil sem considerar os fatores contextuais que tamb&#233;m o influenciam.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The main objectives of this paper were to identify dissertations and thesis elaborated in Graduate Programs that approach the Early Intervention and to identify empirical data in the research that assess the relationship between early intervention programs and families. Early intervention, early stimulation, essential stimulation, infant stimulation, stimulation of child development, early intervention and monitoring of development were used as descriptors. The assessments had been analysed through an evaluation form in which counted the author, institution of origin, level of titles, main theme, type of research, participants, procedures for data collection, data analysis, theoretical basis, theoretical source, results and conclusions. Seventy-eight papers were analyzed and they have shown that identification of eligible children for early stimulation is still focused on infant characteristics. The assessments have focused on child development without considering the contextual factors that influence as well.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Los principales objetivos de este estudio fueron identificar las tesis y disertaciones producidas en los Programas de Postgrado que abordan el tema de la intervenci&#243;n temprana e identificar los estudios de datos emp&#237;ricos que eval&#250;an la relaci&#243;n entre los programas y las familias de intervenci&#243;n temprana. Los descriptores utilizados fueron la intervenci&#243;n temprana, estimulaci&#243;n temprana, estimulaci&#243;n esencial, estimulaci&#243;n infantil, estimulaci&#243;n del desarrollo del ni&#241;o, la intervenci&#243;n temprana y la vigilancia del desarrollo. Las obras fueron analizados por una hoja de evaluaci&#243;n que incluy&#243; el autor, instituci&#243;n, nivel de t&#237;tulos, tema principal, tipo de investigaci&#243;n, los participantes, los procedimientos para la recolecci&#243;n de datos, an&#225;lisis de datos, base te&#243;rica, fuente te&#243;rica, los resultados y conclusiones. Se analizaron 78 estudios. Los estudios han demostrado que la identificaci&#243;n de ni&#241;os elegibles para estimulaci&#243;n temprana todav&#237;a se centra en las caracter&#237;sticas de los ni&#241;os. Las cr&#237;ticas se han dirigido a desarrollo infantil sin considerar los factores contextuales que tambi&#233;n influyen en ella.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Intervenção Precoce]]></kwd>
<kwd lng="pt"><![CDATA[Estimulação Precoce]]></kwd>
<kwd lng="pt"><![CDATA[Família]]></kwd>
<kwd lng="en"><![CDATA[Early Intervention]]></kwd>
<kwd lng="en"><![CDATA[Early Stimulation]]></kwd>
<kwd lng="en"><![CDATA[Family]]></kwd>
<kwd lng="es"><![CDATA[Revisión de la Literatura]]></kwd>
<kwd lng="es"><![CDATA[Intervención Temprana]]></kwd>
<kwd lng="es"><![CDATA[Familia]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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