<?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>S1517-97022014000100009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Indicadores de estresse e coping no contexto da educação inclusive]]></article-title>
<article-title xml:lang="en"><![CDATA[Indicators of stress and coping in the context of inclusive education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silveira]]></surname>
<given-names><![CDATA[Kelly Ambrosio]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Enumo]]></surname>
<given-names><![CDATA[Sônia Regina Fiorim]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pozzatto]]></surname>
<given-names><![CDATA[Renata Nascimento]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paula]]></surname>
<given-names><![CDATA[Kely Maria Pereira de]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,IUniversidade Federal do Espírito Santo  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="A09">
<institution><![CDATA[,IIPontifícia Universidade Católica de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2014</year>
</pub-date>
<volume>40</volume>
<numero>01</numero>
<fpage>127</fpage>
<lpage>142</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022014000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022014000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022014000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[A escola tem sido o principal meio de educação para alunos com necessidades educativas especiais (NEE), graças às políticas inclusivas. Mas as dificuldades vivenciadas na implementação de tais políticas podem contribuir para o desenvolvimento de estresse entre docentes. Tendo isso em vista, no presente artigo procurou-se identificar os estressores e os níveis de estresse docente e analisar variáveis sóciodemográficas, pessoais, do trabalho e dos alunos, de acordo com a presença de estresse. Dezenove professoras de classes de 1º, 2º e 3º ano do Ensino Fundamental de escolas públicas da cidade de Vitória/ES, regentes de classes com alunos com NEE, responderam ao Inventário de Sintomas de Stress para adultos de Lipp, a um questionário com variáveis de interesse e a seis escalas de estressores e de enfrentamento (coping), especialmente traduzidas e adaptadas para o presente estudo. A grande quantidade de alunos e seus problemas comportamentais foram os estressores mais frequentes. Especificamente com relação à educação inclusiva, destacaram-se a sobrecarga de serviço e a percepção de pouca preocupação governamental em fornecer subsídios para o trabalho. Todavia, cabe ressaltar que a inclusão de alunos com NEE foi um fator menos citado, podendo não ser a variável central para o estresse, uma vez que os docentes com estresse apontaram mais frequentemente a seguinte causa: a percepção de incompreensão pública frente ao trabalho docente. A partir dessa constatação, sugerem-se intervenções para a promoção do bem-estar entre os professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Thanks to inclusive policies, school has been the main means of education for pupils with special educational needs (SEN). But the difficulties experienced in the implementation of such policies may contribute to the development of stress among teachers. Keeping this in view, this study has sought to identify stressors and levels of teacher stress and examine sociodemographic, personal, work and student variables, according to the presence of stress. Nineteen teachers of classes of 1st, 2nd and 3rd grades of primary education in public schools in Vitória city, Espírito Santo state, Brazil, working with classes with students with SEN, responded to Lipp’s Inventory of Stress Symptoms for Adults, a questionnaire with variables of interest and six scales of stressors and coping, translated and adapted especially for this study. The large number of students and their behavioral problems were the most frequent stressors. With regard to inclusive education, the main results were work overload and the perception that the government is little concerned with providing support for work. However, it is noteworthy that the inclusion of pupils with SEN was a less cited factor and may not, thus, be the central variable for stress. Actually, teachers with stress identified more often the following cause: the perception of the public misunderstanding of the teaching work. Based on this finding, we suggest interventions to promote well-being among teachers.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estresse;]]></kwd>
<kwd lng="pt"><![CDATA[Enfrentamento]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="en"><![CDATA[Stress]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Indicadores  de estresse e coping no contexto da educa&ccedil;&atilde;o inclusive.</h2> <h3>Indicators of stress and coping in the context of inclusive  education.</h3>     <p>&nbsp;</p> <h4>Kelly  Ambrosio Silveira, S&ocirc;nia Regina Fiorim Enumo,Renata Nascimento Pozzatto, Kely  Maria Pereira de Paula</h4> </font>       ]]></body><back>
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