<?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>2175-8042</journal-id>
<journal-title><![CDATA[Motrivivência]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Motriviv.]]></abbrev-journal-title>
<issn>2175-8042</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Catarina]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-80422020000200113</article-id>
<article-id pub-id-type="doi">10.5007/2175-8042.2020.e67312</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Física escolar e inclusão: um estudo de caso no Brasil sob a óptica do modelo bioecológico]]></article-title>
<article-title xml:lang="en"><![CDATA[School Physical Education and inclusion: a case study in Brazil from the perspective of the bioecological model]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación Física e inclusión escolar: un estudio de caso en Brasil desde la perspectiva del modelo bioecológico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Mariselma Oliveira dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Camila Lopes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Paulo Ferreira de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salerno]]></surname>
<given-names><![CDATA[Marina Brasiliano]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul - UFMS Faculdade de Educação Curso de Educação Física]]></institution>
<addr-line><![CDATA[Campo Grande Mato Grosso do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas - UNICAMP Faculdade de Educação Física ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2020</year>
</pub-date>
<volume>32</volume>
<numero>62</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-80422020000200113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-80422020000200113&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-80422020000200113&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A inclusão escolar de alunos com deficiência abarca múltiplas variáveis, personagens e contextos. Este estudo analisou a inclusão em aulas de Educação Física de uma escola regular do Mato Grosso do Sul, Brasil, a partir do modelo bioecológico. Desenvolveu-se um estudo de caso por observação de 15 aulas de Educação Física de uma turma do 3° ano do ensino fundamental que possuía uma aluna com deficiência. Para coleta de dados, utilizou-se o &#8220;Instrumento de avaliação da interação entre alunos com e sem deficiência na educação física escolar&#8221;, com dados apreciados por categorização. O sistema escolar tem se adaptado para atuar conjuntamente ao familiar e cultural, de forma consonante às promulgações políticas. Houve aspectos favoráveis ao processo inclusivo - interações positivas e participação ativa dos alunos -, entremeados por dificultadores - fragilidades arquitetônicas em relação à acessibilidade. A inclusão na Educação Física Escolar pode ser facilitada pela compreensão da complexidade dos aspectos abarcados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT School inclusion of students with disabilities encompasses multiple variables, characters, and contexts. This study analyzed the inclusion in Physical Education classes of a regular state school in Mato Grosso do Sul, Brazil, from the bioecological model. A case study was developed through the observation of 15 Physical Education sessions of a 3rd grade elementary school, which had a student with disability. For data collection, we used the &#8220;Instrument to evaluate the interaction between students with and without disabilities in school physical education&#8221;, with data appreciated by categorization. The school system has been adapting to act in conjunction with the family and cultural systems, in line with the determinations of political promulgations. There were aspects favorable to the inclusion - positive interactions of students -, interspersed with difficult aspects - architectural weaknesses regarding accessibility. Inclusion in school physical education can be made easier by understanding the complexity of the multiple covered aspects.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La inclusión escolar de estudiantes con discapacidades abarca variables, personajes y contextos. Este estudio analizó el inclusión en las clases de educación física de una escuela regular en Mato Grosso do Sul, Brasil, a partir del modelo bioecológico. Se desarrolló un estudio de caso a través de la observación de 15 clases de Educación Física de una escuela primaria de tercer grado, que tenía una estudiante con discapacidad. Para recopilación de datos, utilizamos el "Instrumento para evaluar la interacción entre estudiantes con y sin discapacidades en la educación física escolar", con los datos apreciados por categorización. Lo sistema escolar buscó adaptarse para actuar conjuntamente con el familiar y cultural, en línea con las determinaciones impuestas en promulgaciones políticas. Hubo aspectos favorables para el inclusión - interacciones positivas - intercalados con aspectos difíciles - debilidades en la accesibilidad arquitectónica. La inclusión escolar se puede realizar mediante la comprensión del aspectos cubiertos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação física e treinamento]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão educacional]]></kwd>
<kwd lng="pt"><![CDATA[Modelo bioecológico]]></kwd>
<kwd lng="en"><![CDATA[Physical education and training]]></kwd>
<kwd lng="en"><![CDATA[Educational inclusion]]></kwd>
<kwd lng="en"><![CDATA[Bioecological model]]></kwd>
<kwd lng="es"><![CDATA[Educación y entrenamiento físico]]></kwd>
<kwd lng="es"><![CDATA[Propensión (educación)]]></kwd>
<kwd lng="es"><![CDATA[Modelo bioecológico]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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