<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2020000301015</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.20.066.ds04</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Representação social e inclusão: lidando com a diferença]]></article-title>
<article-title xml:lang="en"><![CDATA[Social Representation and Inclusion: Alternatives to Face Difference at School]]></article-title>
<article-title xml:lang="es"><![CDATA[Representación social y inclusión: como entender la diferencia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Angela Maria Baltieri]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Clarilza Prado de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Helenice Maia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2020</year>
</pub-date>
<volume>20</volume>
<numero>66</numero>
<fpage>1015</fpage>
<lpage>1037</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2020000301015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2020000301015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2020000301015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O presente artigo procura revelar as representações sociais dos professores na prática da inclusão educacional de alunos com deficiência na escola pública. Trata-se de um projeto que surgiu a partir de necessidades evidenciadas por professores e coordenadores pedagógicos para incluir alunos com deficiência. O objetivo desse projeto é apreender representações sociais de professores sobre a inclusão, bem como refletir e discutir práticas e metodologias dos docentes, o que lhes possibilita repensar sua própria prática e encontrar novos caminhos para inserir alunos com deficiência na escola pública em parceria com a universidade. A pesquisa conta com a participação de professores e alunos do curso de graduação em Psicologia e Pós-Graduação em Educação, bem como docentes da Educação Básica da Rede Pública de Ensino Estadual que aceitaram participar desse estudo, conforme normas éticas. Para tanto, pretende-se investigar as dificuldades de aprendizagem dos alunos incluídos e as dificuldades dos professores da escola para atuar com esses alunos. Foram coletadas as narrativas de professores em dois momentos distintos e estas foram analisadas por meio de metodologia interpretativa como forma de apreender as representações sociais dos professores acerca da prática da inclusão educacional de alunos com deficiência. Os resultados evidenciaram um profundo sentimento de desamparo nas narrativas dos professores e salientaram a necessidade de serem efetivados propostas, medidas e procedimentos que possam aperfeiçoar o processo de atendimento a alunos com deficiência nessa escola, assim como contribuir para a compreensão dos professores sobre as dificuldades específicas de cada um desses alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article will discuss teachers&#8217; social representation practicing educational inclusion of students with disabilities in public schools. A project was created through the need for disability students&#8217; inclusion, evidenced by teachers and pedagogical coordinators. The goal of this project is to learn about teachers&#8217; social representation around disability inclusion, as well as reflect and discuss practical techniques and methodologies of teachers, which would made teachers rethink regarding their own methods and possibilities of creating new approaches in order to embrace students with disabilities in public schools in partnership with the university. This study had the participation of faculty, undergraduate and postgraduated students of Psychology and Education, plus professors of elementary education that works for public schools and accepted to ethically participate in this study. Therefore, it is intended to investigate the difficulties of learning of the included students and also the dilemma that teachers may have to lecture these students. Teachers' narratives were collected in two different moments, these were analyzed through interpretative methodology as a way to understand how social representations of teachers works around educational inclusion of students with disabilities. The result of this study has shown teachers&#8217; narratives of a deep feeling of helplessness in and highlights to the need for effective practices, measures and procedures that can be enhanced the process of accomplishing students with disabilities in this school, as well as contributing to the teachers' understanding of each one student&#8217;s struggle.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El articulo actual busca revelar representaciones sociales de profesores acerca de inclusión educativa de estudiantes con discapacidad en la escuela publica. Es un proyecto que surgió cuando profesores y coordinadores pedagógicos vieron la necesidad de incluir a estudiantes con discapacidad. El objetivo de este proyecto es aprender representaciones sociales de inclusión, discutir practicas y metodologia de profesores, permitiendo así, la representación de sus mejores prácticas y encontrar nuevos caminhos para la inclusión de estudiantes com discapacidad em la escuela pública em asociación com la universidad; la búsqueda cuenta com la participación de professores de la educación básica de la red pública de educación del estado que aceptaron participar em este estudio. Buscan investigar las dificultades de aprendizaje de los estudiantes y las dificultades de professores de la escuela para que participen em conjunto com los estudiantes. Fueron recolectados narrativas de professores em dos momentos diferentes y fueron analizados con metodologia interpretativa para revelar las representaciones sociales de los professores acerca da practica de inclusión educativo de estudiantes com discapacidad. Los resultados mostraron uma profunda sensación de impotência, em las narrativas de los professores y la necesidad de propuestas, medidas y procedimentos para mejorar el processo de assistência para estudiantes con discapacidad y ayudar en la compreensión de professores acerca de discapacidad específicas de estos estudiantes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Representação Social]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão na escola pública]]></kwd>
<kwd lng="pt"><![CDATA[Prática docente]]></kwd>
<kwd lng="en"><![CDATA[Social Representations]]></kwd>
<kwd lng="en"><![CDATA[Inclusion in the public schools]]></kwd>
<kwd lng="en"><![CDATA[Teaching practice]]></kwd>
<kwd lng="es"><![CDATA[Representación Social]]></kwd>
<kwd lng="es"><![CDATA[Inclusión en la escuela pública]]></kwd>
<kwd lng="es"><![CDATA[Práctica docente]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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