<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022011000300008</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Análise de atitudes de professoras do ensino fundamental no que se refere à educação inclusiva]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Crochík]]></surname>
<given-names><![CDATA[José Leon]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedrossian]]></surname>
<given-names><![CDATA[Dulce Regina dos Santos]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anache]]></surname>
<given-names><![CDATA[Alexandra Ayach]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meneses]]></surname>
<given-names><![CDATA[Branca Maria de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Maria de Fátima Evangelista Mendonça]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A08">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A08">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2011</year>
</pub-date>
<volume>37</volume>
<numero>03</numero>
<fpage>565</fpage>
<lpage>581</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022011000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022011000300008&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022011000300008&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este artigo, que tem como referência a teoria crítica, relata o resultado de uma pesquisa sobre atitudes em relação à educação inclusiva, realizada com doze professoras do 5º ano do ensino fundamental; dentre elas, seis tinham experiência de ter em sala de aula alunos com deficiência, e seis não tinham. A análise qualitativa dos dados decorrentes do levantamento realizado em seis escolas da rede municipal de Campo Grande (MS) demonstrou que, de modo geral, as professoras foram favoráveis à educação inclusiva. Contudo, ficou evidente a expressão de atitudes preconceituosas veladas ou explícitas no âmbito escolar. A formação para experiência com quem é "diferente" ainda encontra barreiras por conta do preconceito e da discriminação presentes nesta sociedade que tem como lógica uma "inclusão marginal". Em suas manifestações, apontaram dificuldades de trabalhar com alunos com deficiência intelectual severa; assinalaram que a responsabilidade de trabalhar sob a predominância da educação centrada no desempenho, com foco na inserção das pessoas no mercado de trabalho, gerava um "sentimento de impotência". Diante das contradições existentes, a educação inclusiva não deixa de evidenciar a presença das injustiças que ainda se apresentam no processo educativo. Apesar disso, foram indicados vários elementos favoráveis a essa forma de educação, que não é dissociada de movimentos sociais mais amplos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article is based on the critical theory, and describes the result of a study on the attitudes towards inclusive education, which was conducted with twelve teachers of the 5th grade of fundamental education. Among them, six had the experience of having handicapped pupils in their classroom, and six did not. The qualitative analysis of the data resulting from the assessment carried out in six schools of the Campo Grande (MS) municipal school system demonstrated, broadly speaking, that teachers were in favor of inclusive education. However, prejudiced attitudes, veiled or explicit, were also clearly visible within the school. The formation to deal with those that are "different" still faces barriers due to prejudice and discrimination present in a society based on a logic of "marginal inclusion". In their manifestations, teachers pointed to difficulties of working with pupils with severe mental handicap; they signaled that the responsibility of working under the dominance of an education centered on performance, with focus on the insertion of students in the labor market, generated a "feeling of impotence". Faced with the existing contradictions, inclusive education does not fail to bring forward the presence of injustices that still reveal themselves in the educative process. Despite that, several elements were observed that are favorable to this form of education, which is not dissociated from wider social movements.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Preconceito]]></kwd>
<kwd lng="pt"><![CDATA[Atitudes]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Prejudice]]></kwd>
<kwd lng="en"><![CDATA[Attitudes]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>An&aacute;lise de atitudes de  professoras do ensino fundamental no que se refere &agrave; educa&ccedil;&atilde;o inclusiva.</h2> <h3>Analysis of the attitudes of fundamental education teachers towards  inclusive education.</h3>     <p>&nbsp;</p> <h4>Jos&eacute; Leon Croch&iacute;k, Dulce  Regina dos Santos Pedrossian, Alexandra Ayach Anache, Branca Maria de  Meneses, Maria de F&aacute;tima Evangelista Mendon&ccedil;a Lima    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CROCHÍK]]></surname>
<given-names><![CDATA[José Leon]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Atitudes de professores em relação à educação inclusiva.]]></article-title>
<source><![CDATA[Psicologia: Ciência e Profissão]]></source>
<year>2009</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>40-59</page-range><publisher-loc><![CDATA[Brasília ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
