<?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>S1981-81062022000100202</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v32.n.65.s15749</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Intervenção com profissionais de pré-escolas: concepção sobre famílias de alunos público-alvo da educação especial]]></article-title>
<article-title xml:lang="en"><![CDATA[Intervention with preschool professionals: conceptions about families of students targeted by special education]]></article-title>
<article-title xml:lang="es"><![CDATA[Intervención con profesionales preescolares: visión sobre familias de estudiantes de la educación especial]]></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[Cia]]></surname>
<given-names><![CDATA[Fabiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Federal de São Carlos  ]]></institution>
<addr-line><![CDATA[São Carlos São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>32</volume>
<numero>65</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062022000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062022000100202&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062022000100202&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo foi identificar as possíveis mudanças, após a participação em um programa de intervenção, nas opiniões de profissionais pré-escolares sobre características das famílias de crianças do público-alvo da educação especial e seus comportamentos que contribuem com o desenvolvimento dos filhos. Sete profissionais escolares participaram do curso, dividido em dez encontros quinzenais, realizado nas dependências da universidade. Os dados foram coletados por meio de grupo focal, antes e após as discussões e reflexões sobre a temática, passando, posteriormente, por análise de conteúdo e categorização. Os resultados indicaram que a intervenção promoveu mudanças nas opiniões das participantes, pois suas concepções tornaram-se mais relacionadas a aspectos positivos, com menor frequência e/ou ausência de conceitos estigmatizados, de culpabilização e de atribuições negativas às famílias, os quais são obstáculos para um relacionamento favorável à inclusão do aluno. Considera-se que programas de formação continuada de profissionais escolares são ferramentas válidas para favorecer a inclusão, pois promovem a desconstrução de conceitos estigmatizados, os quais são impeditivos da aproximação e relação entre família e escola, a qual beneficia o aluno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study sought to identify changes in the views of preschool professionals regarding the characteristics of families of children who are the target-audience of special education, as well as in the behaviors that contribute to children&#8217;s development after participating in an intervention program. The intervention consisted of a ten-session course applied to seven professionals twice a week in the University premises. Data were collected by means of the focus group before and after discussions and reflections on the theme, submitted to content analysis, and categorized. The results indicate that the intervention promoted changes in participants&#8217; views, which were more oriented towards positive aspects and without resorting to stigmatized concepts, adopting less of a blaming attitude towards the families &#8211; important obstacles for the establishment of a productive and favorable relationship for the student&#8217;s inclusion. Continuous training programs are valid tools to favoring inclusiveness, promoting the deconstruction of stigmatized concepts that often hamper a beneficial relationship between the family and the school.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El propósito de este estudio fue identificar posibles cambios en las opiniones de los profesionales preescolares sobre las características de las familias de los niños de la educación especial y las conductas que contribuyen al desarrollo de los hijos, tras participar en un programa de intervención. El curso contó con la participación de siete profesionales de la escuela y se dividió en diez encuentros quincenales, realizados en la Universidad. Los datos fueron recolectados en el grupo focal, antes y después de las discusiones y reflexiones sobre el tema, pasando posteriormente por el análisis de contenido y su categorización. Los resultados indicaron que la intervención promovió cambios en la opinión de los participantes, ya que sus concepciones se volvieron más conectadas con los aspectos positivos, con menor frecuencia y/o ausencia de conceptos estigmatizados, de culpa y atribuciones negativas a las familias, los cuales son obstáculos para una relación favorable de inclusión. Así, los programas de educación continua para profesionales escolares son herramientas válidas para favorecer el proceso inclusivo, ya que promueven la desconstrucción de conceptos estigmatizados, que muchas veces impiden la aproximación y posible relación entre la familia y la escuela, lo que beneficia al alumno.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[Relação família-escola]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[Family-school relationship]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Child education]]></kwd>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
<kwd lng="es"><![CDATA[Relación familia-escuela]]></kwd>
<kwd lng="es"><![CDATA[Formación del profesorado]]></kwd>
<kwd lng="es"><![CDATA[Educación Infantil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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