<?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>1981-8106</journal-id>
<journal-title><![CDATA[Educação: Teoria e Prática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Teoria Prática]]></abbrev-journal-title>
<issn>1981-8106</issn>
<publisher>
<publisher-name><![CDATA[UNESP - Universidade Estadual Paulista - Instituto de Biociências - Departamento de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-81062024000100109</article-id>
<article-id pub-id-type="doi">10.18675/1981-8106.v34.n.67.s17411</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A formação inicial de professores de Ciências Naturais e educação inclusiva: caminhos já percorridos nas pesquisas]]></article-title>
<article-title xml:lang="en"><![CDATA[The initial formation of teachers of Natural Sciences and inclusive education: paths already covered in research]]></article-title>
<article-title xml:lang="es"><![CDATA[La formación inicial de profesores de Ciencias Naturales y la educación inclusiva: caminhos ya recorridos em investigaciones]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[Matheus dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Alex Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Francisnaide dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dias]]></surname>
<given-names><![CDATA[Viviane Borges]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[Ilhéus Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[Ilhéus Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[Ilhéus Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A04">
<institution><![CDATA[,Universidade Estadual de Santa Cruz  ]]></institution>
<addr-line><![CDATA[Ilhéus Bahia]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>34</volume>
<numero>67</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-81062024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-81062024000100109&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-81062024000100109&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A formação de professores apresenta-se como importante aspecto para a efetivação da educação inclusiva, pois são os docentes que trabalham a maior parte do tempo com os alunos em situação de inclusão. Destarte, a pesquisa objetivou investigar os trabalhos indexados no Portal de Periódicos da Capes e na plataforma Scientific Electronic Library Online (SciELO), que abordam a formação inicial de professores de Ciências Naturais e educação inclusiva, no período de 2008 a 2022, com o intuito de evidenciar as principais tendências relacionadas com esse campo de pesquisa. O estudo apresenta caráter qualitativo. Para o mapeamento dos trabalhos foi utilizada a ferramenta de busca das bases de dados selecionadas. A busca dos trabalhos se deu a partir da seguinte equação: (&#8220;Educação Inclusiva&#8221;) AND (&#8220;Formação de Professores&#8221;) AND (&#8220;Biologia&#8221; OR &#8220;Física&#8221; OR &#8220;Química&#8221;). Obtivemos como resultado um universo de 283 artigos, dos quais 11 atendiam aos critérios da pesquisa. Os dados foram organizados em três eixos temáticos: a) mapeamento da produção científica; b) o currículo da formação inicial de professores de Ciências Naturais e a educação inclusiva; c) concepções dos futuros professores sobre a educação inclusiva. Reconhecemos que os resultados e reflexões proporcionados limitam-se ao contexto desta investigação e às bases de dados onde foram realizadas as pesquisas. Acredita-se, No entanto, que a investigação busca contribuir para o melhor entendimento de como a área de formação de professores de Ciências Naturais se articula com a educação inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Teacher training is an important aspect for the implementation of inclusive education, as it is teachers who work most of the time with students in a situation of inclusion. Thus, the research aimed to investigate the papers indexed in the Portal de Periódicos da CAPES and in the Scientific Electronic Library Online (SciELO) platform that address the initial training of teachers of Natural Sciences and inclusive education, in the period from 2008 to 2022, in order to highlight the main trends related to this field of research. The study has a qualitative character. For the mapping of the papers, the search tool of the selected databases was used.The search for papers was based on the following equation: (&#8220;"NCLUSIVE EDUCATION&#8221;) AND (&#8220;Teacher Training&#8221;) AND (&#8220;Biology&#8221; OR &#8220;Physics&#8221; OR &#8220;Chemistry&#8221;). As a result, we obtained a universe of 283, of which 11 articles met the research criteria. Data were organized into three thematic axes: a) mapping of scientific production; b) the curriculum for the initial training of Natural Sciences teachers and inclusive education; c) conceptions of future teachers about inclusive education. We recognize that the results and reflections provided by this investigation are limited to the context of this investigation and the databases where the research was carried out. However, it is believed that the investigation seeks to contribute to a better understanding of how the area of Natural Science teacher training is articulated with inclusive education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La formación docente es un aspecto importante para la implementación de la educación inclusiva, ya que son los profesores quienes trabajan la mayor parte del tiempo con los estudiantes en situación de inclusión.Por lo tanto, la investigación tuvo como objetivo investigar los trabajos indexados en el Portal de Periódicos da Capes y en la plataforma Scientific Electronic Library Online (SciELO), que abordan la formación inicial de profesores de Ciencias Naturales y educación inclusiva, en el período de 2008 a 2022, con el fin de resaltar las principales tendencias relacionadas con este campo de investigación. El estudio tiene un carácter cualitativo. Para el mapeo de los trabajos se utilizó la herramienta de búsqueda de las bases de datos seleccionadas. La búsqueda de artículos se basó en la siguiente ecuación: (&#8220;"EDUCACIÓN INCLUSIVA"&#8221;) AND (&#8220;"FORMACIÓN DOCENTE"&#8221;) AND (&#8220;"BIOLOGÍA"&#8221; OR &#8220;"FÍSICA"&#8221; OR &#8220;"QUÍMICA"&#8221;). Como resultado obtuvimos un universo de 283 artículos, de los cuales 11 cumplieron con los criterios de investigación. Los datos fueron organizados en tres ejes temáticos: a) mapeo de la producción científica; b) el currículo para la formación inicial de profesores de Ciencias Naturales y la educación inclusiva; c) concepciones de los futuros profesores sobre la educación inclusiva. Reconocemos que los resultados y reflexiones producidos se circunscriben al contexto de esta investigación y a las bases de datos donde se llevó a cabo la investigación. Sin embargo, se cree que la investigación busca contribuir a una mejor comprensión de cómo el área de formación de profesores de Ciencias Naturales se articula con la educación inclusiva.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Formação de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Ciências Naturais]]></kwd>
<kwd lng="en"><![CDATA[Teacher Training]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Natural Sciences]]></kwd>
<kwd lng="es"><![CDATA[Formación de Professores]]></kwd>
<kwd lng="es"><![CDATA[Educación Inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Ciencias Naturales]]></kwd>
</kwd-group>
</article-meta>
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