<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052019000200175</article-id>
<article-id pub-id-type="doi">10.12957/teias.2019.37395</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[GESTÃO DEMOCRÁTICA E O PROCESSO DE EDUCAÇÃO INCLUSIVA: UMA RELAÇÃO POSSÍVEL?]]></article-title>
<article-title xml:lang="en"><![CDATA[DEMOCRATIC MANAGEMENT AND THE INCLUSIVE EDUCATION PROCESS: A POSSIBLE RELATIONSHIP?]]></article-title>
<article-title xml:lang="es"><![CDATA[GESTIÓN DEMOCRÁTICA Y EL PROCESO DE EDUCACIÓN INCLUSIVA: UNA RELACIÓN POSIBLE?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cintra]]></surname>
<given-names><![CDATA[Rosana Carla Gonçalves Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Mato Grosso do Sul Departamento de Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>20</volume>
<numero>57</numero>
<fpage>175</fpage>
<lpage>184</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052019000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052019000200175&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052019000200175&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo é recorte da pesquisa que tem como investigação a relação da gestão democrática no processo de educação inclusiva. Discutimos no campo da Educação Especial na perspectiva da inclusão tecendo a seguinte problemática: qual a relação da gestão democrática no processo de educação inclusiva? Os procedimentos metodológicos foram pesquisas em bancos de dissertações e teses no Brasil e análise do questionário intitulado &#8220;Inquérito para professores do Brasil que atuam na educação da infância e possuem crianças inclusas&#8221;. Como resultados, a dificuldade do trabalho escolar com a multiplicidade de sujeitos, dificuldades nas práticas e concepções democráticas, tendo em vista a fragmentação do trabalho do professor.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This paper is to research the relationship of democratic management in inclusive education process using as theoretical basis the contributions of Vygotsky with the Theory Historical-Cultural. We start the discussions in the field of special education in the perspective of inclusion weaving the following issues: what is the relationship of democratic management in the inclusive education process? To find answers, we organize our methodological procedures for research in great influence proceedings in Brazil and analysis of the survey entitled "Survey for Brazil of teachers who work in child education and have included children." As a result, we show the difficulty of school work with the multiplicity of subjects, and the disadvantage of more democratic practices and concepts, when you have in mind the fragmentation of teacher's work. We live in the present scenario of national policies increasing formalization of the principles of education as an important historical moment with the implementation of the Constitution of 1988 and in 1996 with the new Law of Guidelines and Bases. Brazilian education takes new directions, the democratization of access to quality education for all; however one cannot fail to grasp the discourses associated with this defense, as a result of the broader relations.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo es recorte de la investigación que tiene como investigación la relación de la gestión democrática en el proceso de educación inclusiva. Discutimos en el campo de la Educación Especial en la perspectiva de la inclusión tejiendo la siguiente problemática: ¿cuál es la relación de la gestión democrática en el proceso de educación inclusiva? Los procedimientos metodológicos fueron investigaciones en bancos de disertaciones y tesis en Brasil y análisis del cuestionario titulado "Encuesta para profesores de Brasil que actúan en la educación de la infancia y poseen niños incluidos". Como resultados, la dificultad del trabajo escolar con la multiplicidad de sujetos, dificultades en las prácticas y concepciones democráticas, teniendo en vista la fragmentación del trabajo del profesor.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Gestão Democrática]]></kwd>
<kwd lng="en"><![CDATA[Special Education from the perspective of inclusion]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education Process]]></kwd>
<kwd lng="en"><![CDATA[Democratic Management]]></kwd>
<kwd lng="es"><![CDATA[Educación Especial]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[Gestión Democrática]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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