<?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>S1981-81062017000200327</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.vol27.n55.p327-346</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Crianças acolhidas institucionalmente e educação escolar: o que pensam os professores?]]></article-title>
<article-title xml:lang="en"><![CDATA[Children in institutional care and school education: what do teachers think about it?]]></article-title>
<article-title xml:lang="es"><![CDATA[Los niños admitidos institucionalmente y educación escolar: ¿qué piensan los profesores?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correr]]></surname>
<given-names><![CDATA[Rinaldo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MansanoBarros]]></surname>
<given-names><![CDATA[Leticia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Senem]]></surname>
<given-names><![CDATA[Cleiton José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Sagrado Coração  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Sagrado Coração  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Sagrado Coração  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>27</volume>
<numero>55</numero>
<fpage>327</fpage>
<lpage>346</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062017000200327&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062017000200327&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062017000200327&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo   Objetivo:  Caracterizar a concep&#231;&#227;o de professores sobre crian&#231;as em acolhimento institucional em escola regular de ensino fundamental.    M&#233;todo:  Participaram oito professoras que lecionavam tamb&#233;m para crian&#231;as abrigadas, no interior de S&#227;o Paulo. Os crit&#233;rios de sele&#231;&#227;o foram: a modalidade da escolariza&#231;&#227;o (ensino fundamental)e a disponibilidade e interesse em participar da pesquisa. Foi utilizada entrevista semidirigida. Utilizou-se an&#225;lise de conte&#250;do para tratamento dos dados.    Resultados:  Os resultados foram agrupados em categorias: atributo da crian&#231;a abrigada; causas dos atributos; tratamento dado pelas professoras; efeito na escolariza&#231;&#227;o. Na reflex&#227;o anal&#237;tica, as categorias foram decompostas em subcategorias e conceitos descritores.    Conclus&#245;es:  As professoras apresentaram um universo de significados que determina uma a&#231;&#227;o pedag&#243;gica reducionista: crian&#231;as abrigadas s&#227;o compreendidas como deposit&#225;rias de atributos que se confundem como naturais daquele indiv&#237;duo ou resultantes da condi&#231;&#227;o de car&#234;ncia e sofrimento. Isso acarreta dificuldades de desenvolver pr&#225;ticas, pois n&#227;o consideram a possibilidade de a&#231;&#227;o docente t&#233;cnica que reconhe&#231;a a dificuldade para propor sa&#237;das pedag&#243;gicas, menos determinadas por preconceitos que excluem e estigmatizam.  ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This study aimed to understand the teachers&#8217; conception about children in institutional care attending regular elementary school in a city of Sao Paulo state. Eight teachers participated in the study. The selection criteria were the schooling stage, their availability and interest in participating in the research. We used semi-structured interview and content analysis for the treatment of data. The results were analyzed in categories: sheltered child&#8217;s attribute, attribute causes, treatment given by the teachers, effect on schooling. In the analytical reflection, those categories were divided into subcategories and descriptor concepts. The teachers showed many meanings, which determines a reductionist pedagogical action: sheltered children are seen as repositories of attributes mistaken as nature of that individual or as consequences of deprivation and suffering conditions. This leads to difficulties in performing practices because they don&#8217;t consider the possibility of a technical teaching action that acknowledge the difficulty in proposing pedagogical solutions, less fossilized by prejudices that exclude and stigmatize. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen   Objetivo:  Caracterizar la concepci&#243;n de profesores sobre ni&#241;os internados en instituciones de abrigo, inseridos en escuelas de ense&#241;anza primaria. M&#233;todos: Participaron ocho profesoras que ofrec&#237;an clases para estos ni&#241;os, en el interior de S&#227;o Paulo. Los criterios para la selecci&#243;n fueron el nivel escolar (ense&#241;anza primaria), la disposici&#243;n y el inter&#233;s de participar en la investigaci&#243;n. Se aplic&#243; una entrevista semiestructurada y se utiliz&#243; el an&#225;lisis de contenido para el procesamiento de datos. Resultados: Los resultados se agruparon en categor&#237;as: atributo del ni&#241;o abrigado; causas de los atributos; tratamiento de las profesoras; efecto en la escolarizaci&#243;n. En la reflexi&#243;n anal&#237;tica, las categor&#237;as se dividen en subcategor&#237;as y descriptores de conceptos. Conclusiones: Las profesoras ofrecen un universo de significados que determinan una acci&#243;n pedag&#243;gica reduccionista: los ni&#241;os abrigados son entendidos como depositarios de los atributos que se confunden como intr&#237;nsecos de ese individuo o su condici&#243;n resultante de la privaci&#243;n y el sufrimiento. Lo que implica en dificultades para desarrollar pr&#225;cticas porque no tienen en cuenta la posibilidad de una acci&#243;n de ense&#241;anza t&#233;cnica que reconozca la dificultad de proponer salidas pedag&#243;gicas menos excluyentes, prejuiciosas y estigmatizantes.  ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Acolhimento Institucional]]></kwd>
<kwd lng="pt"><![CDATA[Educação Escolar]]></kwd>
<kwd lng="pt"><![CDATA[Infância]]></kwd>
<kwd lng="pt"><![CDATA[Direitos Humanos]]></kwd>
<kwd lng="en"><![CDATA[Institutional Care]]></kwd>
<kwd lng="en"><![CDATA[School Education]]></kwd>
<kwd lng="en"><![CDATA[Childhood]]></kwd>
<kwd lng="en"><![CDATA[Human Rights]]></kwd>
<kwd lng="es"><![CDATA[Atención Residencial]]></kwd>
<kwd lng="es"><![CDATA[La Educación Escolar]]></kwd>
<kwd lng="es"><![CDATA[Infancia]]></kwd>
<kwd lng="es"><![CDATA[Derechos Humanos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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