<?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>S1982-71992020000100135</article-id>
<article-id pub-id-type="doi">10.14244/198271992687</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Funcionamento do atendimento educacional especializado na educação infantil: descrição da opinião de pais e professores]]></article-title>
<article-title xml:lang="en"><![CDATA[Functioning of educational assistance specialized in early childhood education: description of the opinions of parents and teachers]]></article-title>
<article-title xml:lang="es"><![CDATA[Funcionamiento de la atención educativa especializada en la educación infantil: descripción de la opinión de padres y profesores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pacco]]></surname>
<given-names><![CDATA[Aline Ferreira Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cia]]></surname>
<given-names><![CDATA[Fabiana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Carlos (UFSCar)  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Carlos (UFSCar)  ]]></institution>
<addr-line><![CDATA[São Carlos SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2020</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-71992020000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-71992020000100135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-71992020000100135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo É preconizado pela política que crianças em idade pré-escolar público alvo da educação especial receba o atendimento educacional especializado - AEE, assim o presente estudo tem como objetivo descrever o funcionamento do AEE, na Educação Infantil a partir da opinião do professor do AEE, professor do ensino colaborativo, professor da sala comum e da família. Realizou-se um estudo em que participaram quatro professores de salas de aula comum, um professor da sala de recursos multifuncionais, um professor do ensino colaborativo e dois familiares de alunos com deficiência. Foram realizadas entrevistas estruturadas com os participantes. Os dados foram analisados por meio de agrupamento de eixo temático. Os resultados demonstraram que todos os participantes compreendem a importância do trabalho na Sala de Recursos Multifuncional, no entanto, alguns professores apontam que a presença do professor colaborativo em sala de aula está sendo mais benéfica para o processo de inclusão escolar. Além disso, percebe-se que a relação entre os professores e a família ainda carece de estabelecimento de maior comunicação e confiança.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract It is recommended by the policy that preschool children of special education target receive the specialized educational service - ESA, so the present study aims to characterize the ESA organization in Early Childhood Education from the opinion of the ESA teacher, teacher of collaborative teaching, common room and family teacher. A descriptive study was carried out, with the participation of four common classroom teachers, a multifunctional resource room teacher, a collaborative teaching teacher and two families of students with disabilities. Structured interviews were conducted with the participants. The data were analyzed through clustering of thematic axis. The results demonstrate that all participants understand the importance of the work in the Multifunctional Resource Room, however, some teachers point out that the presence of the collaborative teacher in the classroom is being more beneficial to the process of school inclusion. In addition, it can be seen that the relationship between teachers and the family still lacks the establishment of greater communication and trust.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el presente estudio se propone la caracterización de la organización del AEE en la Educación Infantil a partir de la opinión del profesor de la AEE, profesor de la educación de adultos, de la enseñanza colaborativa, profesor de la sala común y de la familia. Se realizó un estudio descriptivo, en el que participaron cuatro profesores de aulas comunes, un profesor de la sala de recursos multifuncionales, un profesor de enseñanza colaborativa y dos familiares de alumnos con discapacidad. Se realizaron entrevistas estructuradas con los participantes. Los datos fueron analizados por medio de agrupamiento de eje temático. Los resultados demuestran que todos los participantes comprenden la importancia del trabajo en la Sala de Recursos Multifuncional, sin embargo, algunos profesores apuntan que la presencia del profesor colaborativo en el aula está siendo más beneficiosa para el proceso de inclusión escolar. Además, se percibe que la relación entre los profesores y la familia todavía carece de establecimiento de mayor comunicación y confianza.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação especial]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Atendimento educacional especializado.]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[Child education]]></kwd>
<kwd lng="en"><![CDATA[Specialized educational assistance.]]></kwd>
<kwd lng="es"><![CDATA[Educación especial]]></kwd>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Atención educativa especializada.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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