<?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>S1413-65382019000400617</article-id>
<article-id pub-id-type="doi">10.1590/s1413-65382519000400006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O Direito à Educação de Alunos com Deficiência: a Gestão da Política de Educação Inclusiva em Escolas Municipais Segundo os Agentes Implementadores]]></article-title>
<article-title xml:lang="en"><![CDATA[The Right to Education of Students with Disability: the Management of Inclusive Education Policy in Municipal Schools According to the Implementing Agents]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CAMARGO]]></surname>
<given-names><![CDATA[Flávia Pedrosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARVALHO]]></surname>
<given-names><![CDATA[Cynthia PAES DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal de Educacao, Ciencia e Tecnologia de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[Corumba Mato Grosso do Sul]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Catolica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2019</year>
</pub-date>
<volume>25</volume>
<numero>4</numero>
<fpage>617</fpage>
<lpage>634</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1413-65382019000400617&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1413-65382019000400617&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1413-65382019000400617&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este trabalho investigou a implementação da política de educação inclusiva na Rede Municipal de Corumbá/Mato Grosso do Sul, por meio da atuação e das percepções dos agentes implementadores tanto no âmbito da Secretaria de Educação quanto da escola. Buscamos conhecer como as políticas educacionais voltadas aos alunos com deficiência são implementadas e as condições de atendimento a esses alunos na Rede Municipal. Como referencial teórico, utilizamos os estudos sobre Burocracia de Médio Escalão e Burocracia de Nível de Rua para entender as percepções e as interações entre os agentes. Os Estudos sobre a Deficiência (Disability Studies) ofereceram-nos importantes chaves de interpretação dos fenômenos por meio da perspectiva sociológica da deficiência, sobretudo o conceito de capacitismo. Inicialmente, realizamos um levantamento sobre as matrículas e as escolas a partir do Censo Escolar. Em seguida, foi aplicado um survey às equipes de gestão e aos professores de todas as escolas urbanas da Rede Municipal, sendo escolhidas três escolas para pesquisa qualitativa. Os resultados mostraram que os agentes implementadores, apesar de seus esforços para realização do trabalho, encontram dificuldades que interferem diretamente em sua atuação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This work sought to investigate the implementation of a public policy for inclusive education in the Municipal Education Network of Corumbá/Mato Grosso do Sul, Brazil, through the actions and perceptions of the implementing agents, both within the Secretariat of Education and the school. We sought to learn how education policies aimed at students with disabilities are implemented and the conditions of assistance to these students in the Municipal Network. As theoretical framework, we used the studies on Middle-Level and Street-Level Bureaucracy to understand the perceptions and interactions among agents. Disability Studies provided us with important keys for interpreting phenomena through the sociological perspective of disability, especially the concept of Ableism. Initially, we conducted a survey on enrollment and schools from the School Census. Then, a survey was applied to the management teams and teachers of all urban schools of the Municipal Network, from which three schools were chosen for qualitative research. The results showed that the implementing agents, despite their efforts to carry out the work, found difficulties that interfere directly with their performance.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política de Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Implementação]]></kwd>
<kwd lng="pt"><![CDATA[Burocracia de médio escalão]]></kwd>
<kwd lng="pt"><![CDATA[Burocracia de nível de rua]]></kwd>
<kwd lng="pt"><![CDATA[Capacitismo]]></kwd>
<kwd lng="en"><![CDATA[Policy of Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Implementing]]></kwd>
<kwd lng="en"><![CDATA[Middle-level Bureaucracy]]></kwd>
<kwd lng="en"><![CDATA[Street-level Bureaucracy]]></kwd>
<kwd lng="en"><![CDATA[Ableism]]></kwd>
</kwd-group>
</article-meta>
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