<?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>1413-6538</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Especial]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. espec.]]></abbrev-journal-title>
<issn>1413-6538</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Pesquisadores em Educação Especial - ABPEE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1413-65382017000200293</article-id>
<article-id pub-id-type="doi">10.1590/S1413-65382317000200010</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Compreendendo o Processo de Inclus&#227;o Escolar no Brasil na Perspectiva dos Professores: uma Revis&#227;o Integrativa1]]></article-title>
<article-title xml:lang="en"><![CDATA[Understanding the Process of School Inclusion in Brazil from the Perspective of Teachers: an Integrative Review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Naiane Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[Beatriz Girão Enes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro Curso de Terapia Ocupacional ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Triângulo Mineiro Departamento de Terapia Ocupacional ]]></institution>
<addr-line><![CDATA[Uberlândia MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>293</fpage>
<lpage>308</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382017000200293&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382017000200293&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382017000200293&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: a educa&#231;&#227;o inclusiva garante, por lei, o direito de acolher todas as crian&#231;as independentemente de suas condi&#231;&#245;es f&#237;sicas, intelectuais, sociais, emocionais, lingu&#237;sticas, dentre outras. O presente estudo trata-se de uma revis&#227;o integrativa que analisou o conte&#250;do de publica&#231;&#245;es nacionais do per&#237;odo de janeiro de 2011 a abril de 2016 para compreender quais os facilitadores e as limita&#231;&#245;es do processo de inclus&#227;o escolar no Brasil na vis&#227;o dos professores. Ap&#243;s busca sistem&#225;tica no SciELO, LILACS, Web of Science, ERIC, Gale, UFLA, IBICT e Sistema de Bibliotecas da Unicamp, com as palavras-chave: Special Education, Teacher e Brazil*, 16 artigos foram recuperados e lidos na &#237;ntegra. Os resultados e discuss&#227;o foram apresentados em cinco categorias: 1) concep&#231;&#245;es sobre os recursos e estrat&#233;gias utilizadas no ensino, 2) a pol&#237;tica de educa&#231;&#227;o especial e as capacita&#231;&#245;es oferecidas pelo poder p&#250;blico, 3) concep&#231;&#245;es sobre o processo de ensino - aprendizado, 4) as lacunas oriundas da forma&#231;&#227;o inicial dos professores e a 5) necessidade de conhecer as especificidades do aluno. Assim, o estudo aponta os fatores que interferem no processo de inclus&#227;o escolar, destacando o desconhecimento dos professores sobre a pol&#237;tica de inclus&#227;o e sobre as capacidades e limita&#231;&#245;es do aluno no que tange a defici&#234;ncia e os interesses pessoais, a falta de recursos oferecidos pelo poder p&#250;blico para efetiva&#231;&#227;o de suas a&#231;&#245;es, e a falta de profissionais especializados na &#225;rea de educa&#231;&#227;o especial para o suporte aos professores. Sugerem-se novos estudos sobre as contribui&#231;&#245;es efetivas dos profissionais de outras &#225;reas na estrutura&#231;&#227;o de recursos e estrat&#233;gias de apoio a pr&#225;tica educacional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: Inclusive education guarantees, by law, the right to receive all children regardless of their physical, intellectual, social, emotional, language conditions, among others. This study is an integrative review that analyzed the national publication content from January 2011 to April 2016 to understand what the facilitators and the limitations of the process of school inclusion in Brazil are from the teachers' view. After systematic search in SciELO, LILACS, Web of Science, ERIC, Gale, UFLA, IBICT and Unicamp Libraries System, with the key words: Special Education, Teacher and Brazil*, 16 articles were retrieved and read in their entirety. The results and discussion were presented in five categories: 1) views on the resources and strategies used in teaching; 2) special education policy and training offered by the government; 3) conceptions of the teaching-learning process; 4) the arising gaps in the initial training of teachers; and 5) the need to know the specificities of the student. Thus, this study points to the factors that interfere in the process of school inclusion, highlighting the lack of teachers' knowledge on the inclusion policy, and on the capabilities and limitations of the student regarding disability and personal interests, lack of resources offered by the government for the execution of their actions, and the lack of skilled professionals in the field of special education to support the teachers. Further studies are suggested on the effective contributions of professionals from other areas for structuring resources and strategies to support educational practice.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Capacitação de Professores]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
</kwd-group>
</article-meta>
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