<?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>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602016000100079</article-id>
<article-id pub-id-type="doi">10.1590/0104-4060.44687</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Crianças e adolescentes com problemas emocionais e comportamentais têm necessidade de políticas de inclusão escolar?]]></article-title>
<article-title xml:lang="en"><![CDATA[Do children and adolescents with emotional and behavioral problems need educational inclusion policies?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gauy]]></surname>
<given-names><![CDATA[Fabiana Vieira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Brasília Instituto de Psicologia ]]></institution>
<addr-line><![CDATA[Brasília Distrito Federal]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2016</year>
</pub-date>
<volume>00</volume>
<numero>59</numero>
<fpage>79</fpage>
<lpage>95</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602016000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602016000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602016000100079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho teve o objetivo de avaliar o perfil de crian&#231;as encaminhadas para servi&#231;os de sa&#250;de mental e discutir o impacto dos problemas funcionais apresentados em escolares, que podem estar sendo negligenciados pelas pol&#237;ticas p&#250;blicas brasileiras. Os dados de 160 escolares, de ambos os sexos, foram coletados em tr&#234;s servi&#231;os m&#233;dicos de sa&#250;de mental com os respectivos cuidadores, a partir de dois instrumentos: ficha de identifica&#231;&#227;o para caracterizar os participantes, os cuidadores, o perfil sociodemogr&#225;fico, o respons&#225;vel pelo encaminhamento e a queixa; e Invent&#225;rio dos Comportamentos para Crian&#231;as e Adolescentes entre 6 e 18 anos (CBCL6/18 anos). Os dados obtidos evidenciam uma alta demanda devido a dificuldades emocionais/comportamentais, combinadas com dificuldades de aprendizagem, de relacionamento e na vida di&#225;ria, denominadas pelo Minist&#233;rio da Educa&#231;&#227;o (MEC) como transtornos funcionais, n&#227;o atendidas pelas pol&#237;ticas de Ensino Especial, encaminhadas por postos de sa&#250;de e m&#233;dicos, e n&#227;o prioritariamente pela escola, encaminhador padr&#227;o. Exceto pelo encaminhamento, os dados s&#227;o consistentes com a literatura, que aponta uma alta incid&#234;ncia dessas dificuldades em crian&#231;as e adolescentes, geradores de barreiras acad&#234;micas e de problemas de alto impacto ao longo da vida acad&#234;mica e pessoal. A esse respeito, modelos de interven&#231;&#245;es baseadas em escola t&#234;m de forma crescente ampliado o conceito de inclus&#227;o e apontado alternativas promissoras de alian&#231;a entre escola e servi&#231;os de sa&#250;de mental, o que pode vir a inspirar futuras pol&#237;ticas p&#250;blicas na &#225;rea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study had the objective of evaluating the profile of children referred to mental health services and of discussing the impact of functional problems presented at school, which may be neglected by the Brazilian public policies. Data from 160 schoolchildren, of both genders, was collected from their respective caretakers in three mental health services using two instruments: an identification form to characterize the participants, the caretakers, the social-demographic profile, the person responsible for the referral and demand; and the Child Behavior Checklist (CBCL) for children and adolescents between 6 and 18 years of age. Data obtained showed a high demand due to emotional/behavioral difficulties combined with learning, relationship and daily life difficulties named functional disorders by the Brazilian Ministry of Education and Culture (MEC) and not attended by the special education policies, which were referred by health centers and not mainly by the school, which would be the standard. Except for the referral, data is consistent with the literature, which points out a high incidence of these difficulties in children and adolescents, creating academic barriers and problems that have a great impact throughout their academic and personal lives. In this regard, intervention models based in schools have increasingly widened the concept of inclusion and offered promising alternatives of alliances between schools and mental health services, which may inspire future public policies in the area. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[problemas emocionais]]></kwd>
<kwd lng="pt"><![CDATA[problemas comportamentais]]></kwd>
<kwd lng="pt"><![CDATA[serviços de saúde mental]]></kwd>
<kwd lng="pt"><![CDATA[infância e adolescência]]></kwd>
<kwd lng="pt"><![CDATA[políticas educacionais de inclusão]]></kwd>
<kwd lng="en"><![CDATA[emotional problems]]></kwd>
<kwd lng="en"><![CDATA[behavioral problems]]></kwd>
<kwd lng="en"><![CDATA[mental health services]]></kwd>
<kwd lng="en"><![CDATA[childhood and adolescence]]></kwd>
<kwd lng="en"><![CDATA[educational inclusion policies]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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