<?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>0102-7735</journal-id>
<journal-title><![CDATA[Revista Educação em Questão]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Educação em Questão]]></abbrev-journal-title>
<issn>0102-7735</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Rio Grande do Norte]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-77352016000200033</article-id>
<article-id pub-id-type="doi">10.21680/1981-1802.2016v54n41ID10157</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Tareas pendientes en materia de inclusión educativa: percepción de los académicos de la Universidad Católica del Maule - Chile]]></article-title>
<article-title xml:lang="en"><![CDATA[Pending tasks in the field of inclusive education: perception of academics of the Catholic University of Maule - Chile]]></article-title>
<article-title xml:lang="pt"><![CDATA[Tarefas pendentes em mat&#233;ria de inclus&#227;o educativa: percep&#231;&#227;o dos acad&#234;micos da Universidade Cat&#243;lica do Maule - Chile]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Espejo]]></surname>
<given-names><![CDATA[Juan Cornejo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Católica del Maule  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<volume>54</volume>
<numero>41</numero>
<fpage>33</fpage>
<lpage>60</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-77352016000200033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-77352016000200033&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-77352016000200033&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El art&#237;culo es resultado de una investigaci&#243;n cualitativa que intenta captar las percepciones que tienen los acad&#233;micos responsables de la formaci&#243;n de profesores de la Universidad Cat&#243;lica del Maule (UCM) en relaci&#243;n a la inclusi&#243;n educativa. La recolecci&#243;n de la informaci&#243;n se hizo a trav&#233;s de entrevistas semiestructuradas en profundidad y el an&#225;lisis de las mismas siguiendo los supuestos de la teor&#237;a fundamentada. A partir de la codificaci&#243;n abierta se agruparon los temas m&#225;s recurrentes estableci&#233;ndose las respectivas correlaciones en el an&#225;lisis relacional referido a las percepciones de los acad&#233;micos de la UCM. A su vez en el an&#225;lisis selectivo se esbozaron los principales desaf&#237;os que esos mismos acad&#233;micos visualizan en materia de inclusi&#243;n educativa, especialmente aquellos aspectos que pueden contribuir a cambiar la cultura escolar. Las principales conclusiones del estudio muestran que los acad&#233;micos de la UCM si bien han ampliado su noci&#243;n de inclusi&#243;n, subrayando el car&#225;cter emergente del tema, no limitado a las necesidades educativas especiales (NEE) identifican importantes obst&#225;culos y nudos cr&#237;ticos tanto en el sistema escolar como en la propia Universidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo &#233; resultado de uma investiga&#231;&#227;o qualitativa que tenta captar as percep&#231;&#245;es que t&#234;m os acad&#234;micos respons&#225;veis pela forma&#231;&#227;o de professores da Universidade Cat&#243;lica do Maule UCM) em rela&#231;&#227;o &#224; inclus&#227;o educativa. A coleta da informa&#231;&#227;o fez-se atrav&#233;s de entrevistas semiestructuradas em profundidade e a an&#225;lise das mesmas seguindo os supostos da teoria fundamentada. A partir da codifica&#231;&#227;o aberta agruparam-se os temas mais recorrentes estabelecendo-se as respectivas correla&#231;&#245;es na an&#225;lise relacional referido &#224;s percep&#231;&#245;es dos acad&#234;micos da UCM. A sua vez na an&#225;lise seletiva esbo&#231;aram-se os principais desafios que esses mesmos acad&#234;micos visualizam em mat&#233;ria de inclus&#227;o educativa, especialmente aqueles aspectos que podem contribuir a mudar a cultura escolar. As principais conclus&#245;es do estudo mostram que embora os acad&#233;micos da UCM t&#234;m ampliado ampliado sua no&#231;&#227;o de inclus&#227;o, sublinhando o car&#225;ter emergente do tema, n&#227;o limitado &#224;s necessidades educativas especiais (NEE), identificam importantes obst&#225;culos e nodos cr&#237;ticos tanto no sistema escolar como na pr&#243;pria Universidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article is the result of a qualitative research that tries to capture the perceptions of academics responsible for training teachers of Catholic University of Maule (UCM) in relation to educational inclusion. The data collection was done through semi-structured interviews and the analysis thereof on the assumptions of Grounded Theory. From open coding the most recurrent themes were grouped establishing the respective correlations in the relational analysis based on the perceptions of academics from the UCM. In turn, in the selective analysis they outlined the main challenges those same academics from the UCM displayed in educational inclusion, especially those aspects that can contribute to changing the school culture. The main findings show that although they has expanded their notion of inclusion, highlighting the emerging nature of the topic, not limited to special educational needs, identify important obstacles and critical nodes in both the school system and in the University.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão Educativa]]></kwd>
<kwd lng="pt"><![CDATA[Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Desafíos]]></kwd>
<kwd lng="pt"><![CDATA[Universidade Católica do Maule]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Problems]]></kwd>
<kwd lng="en"><![CDATA[Challenges]]></kwd>
<kwd lng="en"><![CDATA[Catholic University of Maule]]></kwd>
<kwd lng="es"><![CDATA[Inclusión Educativa]]></kwd>
<kwd lng="es"><![CDATA[Problemas]]></kwd>
<kwd lng="es"><![CDATA[Desafíos]]></kwd>
<kwd lng="es"><![CDATA[Universidad Católica del Maule]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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