<?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>1984-686X</journal-id>
<journal-title><![CDATA[Revista Educação Especial (Online)]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Educ. Espec.]]></abbrev-journal-title>
<issn>1984-686X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-686X2023000100253</article-id>
<article-id pub-id-type="doi">10.5902/1984686x63392</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Educador de Infância: Perceções e Práticas de Inclusão]]></article-title>
<article-title xml:lang="en"><![CDATA[Early childhood educator: Perceptions and inclusion practices]]></article-title>
<article-title xml:lang="es"><![CDATA[Lo maestro de jardín infantil: Percepciones y prácticas de inclusión]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Rosa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Ana Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Escola Superior de Educação de Fafe  ]]></institution>
<addr-line><![CDATA[Medelo ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Escola Secundária Caldas das Taipas  ]]></institution>
<addr-line><![CDATA[Caldelas ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>36</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-686X2023000100253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-686X2023000100253&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-686X2023000100253&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Estudos recentes alertam para o período que antecede a escolarização formal por ser um tempo crítico em termos de desenvolvimento cognitivo, social e emocional. Por este motivo, a qualidade da educação pré-escolar tem sido uma prioridade para muitas organizações internacionais. Pesquisas sobre o assunto consideram que a qualidade da educação pré-escolar está diretamente dependente das conceções que os educadores de infância têm das suas práticas. Os estudos que avaliam as conceções dos educadores de infância sobre práticas inclusivas em idade pré-escolar são escassos e destes, a sua maioria enfoca a inclusão de crianças com NEE. Neste trabalho pretendemos avaliar as conceções dos educadores de infância sobre a educação pré-escolar inclusiva, à luz do novo paradigma de educação inclusiva, proclamado pela Declaração de Salamanca. Através de uma metodologia qualitativa,procurou-se dar ênfase aos pontos de vista dos educadores de infância e ao significado que têm sobre o assunto. Participaram no estudo 4 educadores de Infância de Jardins de Infância da rede pública do norte de Portugal.Foi utilizada a entrevista e o seu guiãobaseou-se no instrumento desenvolvido pela European Agency for Special Needs and Inclusive Education, no âmbito do projeto Inclusive Early Chilhood Education. Os dados permitem-nos refletir sobre as atitudes favoráveis à inclusão em idade pré-escolar. Permanecem, contudo, desafios à criação de ambientes inclusivos que não sejam obstáculos à educação pré-escolar de qualidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Recent studies warn of the period that precedes formal schooling as it is a critical time in terms of cognitive, social and emotional development. For this reason, the quality of pre-school education has been a priority for many international organizations. Research on the subject considers that the quality of pre-school education is directly dependent on the conceptions that early childhood educators have of their practices Studies that assess the conceptions of early childhood educators about inclusive practices in preschool age are scarce. Studies that assess the conceptions of early childhood educators about inclusive practices at preschool age are scarce. Most of these focus on the inclusion of children with NEE. In this paper, we intend to evaluate the conceptions of early childhood educators about inclusive pre-school education, in the light of the new paradigm of inclusive education, proclaimed by the Salamanca Declaration. Through a qualitative methodology, the interview sought to emphasize the points of view of early childhood educators and the meaning they have on the subject. Participated in the study 4 Kindergarten teachers from the public network in the north of Portugal. The interview guide was based on the instrument developed by the European Agency for Special Needs and Inclusive Education, within the scope of the Inclusive Early Childhood Education project. The results allow us to conclude that the participating educators have attitudes favorable to inclusion in pre-school age.However, challenges remain in creating inclusive environments that aren´t obstacles to quality preschool education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Estudios recientes advierten del período que precede a la escolarización formal por ser un momento crítico en términos de desarrollo cognitivo, social y emocional. Por esta razón, la calidad de la educación infantil ha sido una prioridad para muchas organizaciones internacionales. La investigación sobre el tema considera que la calidad de la educación infantil depende directamente de las concepciones que los educadores de la primera infancia tengan de sus prácticas. Los estudios que evalúan las concepciones de los maestros de la educacion infantil sobre las prácticas inclusivas en la edad infantil son escasos y de estos, la mayoría se enfocan en la inclusión de niños con NEE. En este trabajo pretendemos evaluar las concepciones de los maestros de la educacion infantil sobre la educación infantil inclusiva, a la luz del nuevo paradigma de educación inclusiva, proclamado por la Declaración de Salamanca. A través de una metodología cualitativa, se intentó enfatizar las opiniones de los maestros y el significado que tienen sobre el tema. Participaron en el estudio cuatro docentes de Educación Infantil de la red pública del norte de Portugal. Se utilizó la entrevista y su guión se basó en el instrumento desarrollado por la Agencia Europea para Necesidades Especiales y Educación Inclusiva, en el marco del proyecto Educación Infantil Inclusiva. Los datos nos permiten reflexionar sobre actitudes favorables a la inclusión en la edad infantil. Sin embargo, persisten los desafíos para crear entornos inclusivos que no sean obstáculos para una educación preescolar de calidad.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Educação Pré-escolar]]></kwd>
<kwd lng="pt"><![CDATA[Educadores de Infância]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Pre-school education]]></kwd>
<kwd lng="en"><![CDATA[Childhood Educators]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Maestros de la educacion infantil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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