<?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>1982-7199</journal-id>
<journal-title><![CDATA[Revista Eletrônica de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Elet. Educ.]]></abbrev-journal-title>
<issn>1982-7199</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de São Carlos, Programa de Pós-Graduação em Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-71992017000100243</article-id>
<article-id pub-id-type="doi">10.14244/198271991624</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Inclusão escolar na educação de jovens e adultos]]></article-title>
<article-title xml:lang="en"><![CDATA[School inclusion in youth and adult education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodriguez]]></surname>
<given-names><![CDATA[Eglaucimara Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dutra]]></surname>
<given-names><![CDATA[Alessandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Storto]]></surname>
<given-names><![CDATA[Letícia Jovelina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>243</fpage>
<lpage>259</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992017000100243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992017000100243&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992017000100243&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho procura investigar as percep&#231;&#245;es de professores sobre o atendimento a alunos com defici&#234;ncia, transtornos globais do desenvolvimento e altas habilidades ou superdota&#231;&#227;o (DTGDAHS) em uma institui&#231;&#227;o estadual de ensino de Londrina (Brasil) que oferta exclusivamente a modalidade de Educa&#231;&#227;o de Jovens e Adultos (EJA). Para isso, foi aplicado um instrumento de coleta de dados a 24 participantes, cujos questionamentos versaram sobre a inclus&#227;o escolar na EJA. Os resultados demonstraram que a maior parte dos professores n&#227;o recebeu forma&#231;&#227;o espec&#237;fica para atender a alunos com DTGDAHS. Esses profissionais relataram que se encontram insatisfeitos com o trabalho desenvolvido, destacando como principal causa a falta de forma&#231;&#227;o. Os dados mostraram ainda que, na busca por aux&#237;lio e respaldo para a pr&#225;tica profissional, os professores normalmente recorrem aos colegas com forma&#231;&#227;o espec&#237;fica presentes na escola e &#224; equipe pedag&#243;gica. V&#225;rios pontos destacados como entraves para a efetiva&#231;&#227;o da inclus&#227;o escolar dizem respeito &#224;s quest&#245;es presentes em qualquer turma heterog&#234;nea e n&#227;o especificamente a  alunos com DTGDAHS. Assim, acredita-se que a inclus&#227;o no ambiente escolar seja realidade poss&#237;vel e que o professor &#233; elemento fundamental na consolida&#231;&#227;o desse processo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Abstract This study investigates teachers&#8217; perceptions about the assistance provided to students with special educational needs, developmental disorders and high skills or giftedness at a state educational institution in Londrina (Brazil) which offers exclusively Youth and Adult Education modality. For this, we applied an instrument to collect data with 24 participants whose questions were about school inclusion in Youth and Adult Education. The results showed that most teachers did not receive specific training to support pupils with special educational needs. These professionals reported that they are dissatisfied with the developed work, highlighting the lack of training and capacitating programs as the main cause. Data also showed that, in seeking help and support for professional practice, teachers usually rely on colleagues with specific training and the school teaching staff. Several points highlighted as barriers for effective school inclusion are related to questions present in any heterogeneous class and not specifically with students with special educational needs. Thus, it is believed that the inclusion in the school environment can be a reality and the teacher is a key element in the consolidation of this process.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[EJA]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores.]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Adult education and literacy]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Teacher training.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<volume>4</volume>
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<source><![CDATA[Significados da pesquisa segundo alunos e professores de um curso de Pedagogia]]></source>
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<given-names><![CDATA[Angela Maria de Souza]]></given-names>
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<page-range>28-36</page-range><publisher-loc><![CDATA[Londrina ]]></publisher-loc>
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</back>
</article>
