<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012025000100204</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v47i1.65859</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas de educação inclusiva em tempos de pandemia pela COVID-19: estratégias sob o olhar da gestão educacional]]></article-title>
<article-title xml:lang="es"><![CDATA[Prácticas educativas inclusivas en tiempos de la Pandemia del COVID-19: estrategias desde la perspectiva de la gestión educativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusive education practices in times of the COVID-19 Pandemic: strategies from the perspective of educational management]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves]]></surname>
<given-names><![CDATA[Andréa Souza Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sardagna]]></surname>
<given-names><![CDATA[Helena Venites]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Osório Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012025000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012025000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012025000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O presente artigo trata de uma pesquisa que teve como objetivo investigar e compreender como se estabelecem as práticas de gestão da inclusão escolar em diferentes redes de ensino, identificando suas concepções e estratégias na operacionalização durante a pandemia pela COVID-19. O estudo se deu a partir de cinco escolas de diferentes redes de ensino, localizadas nos municípios de Osório, Tramandaí e Torres, pertencentes à região Litoral Norte do Rio Grande do Sul. Participaram três escolas da rede estadual, sendo uma de cada município; uma escola da rede municipal de Osório e uma escola da rede privada/comunitária de Osório. A metodologia seguiu abordagem qualitativa do tipo exploratória e descritiva, e o instrumento foi um questionário on-line composto por oito questões objetivas e seis descritivas. Este foi respondido por gestores das escolas participantes, e as informações obtidas formaram o corpus empírico. A análise dos dados teve inspiração nos estudos foucaultianos, compreendendo que as práticas inclusivas se apresentam como uma das formas de regular sujeitos e controlar a população. Os resultados gerados do exercício analítico se apresentam em três enfoques principais: 1) estratégias pedagógicas para a inclusão no ensino remoto; 2) alternativas digitais para o ensino remoto; 3) práticas de gestão da educação no ensino remoto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo trata de una investigación que tuvo como objetivo investigar y comprender cómo se establecen las prácticas de gestión de la inclusión escolar en diferentes redes educativas, identificando sus concepciones y estrategias en la operacionalización durante la pandemia de COVID-19. El estudio se realizó a partir de cinco escuelas de diferentes redes de educación, ubicadas en los municipios de Osório, Tramandaí y Torres, pertenecientes a la región Litoral Norte de Rio Grande do Sul. Participaron tres escuelas de la red estatal, una de cada municipio; una escuela de la red municipal de Osório y una escuela de la red privada/comunitaria de Osório. La metodología siguió un enfoque cualitativo exploratorio y descriptivo y el instrumento fue un cuestionario en línea, compuesto por 8 preguntas objetivas y 6 descriptivas. Fue respondida por los directivos de las escuelas participantes y la información obtenida conformó el corpus empírico. El análisis de los datos se inspiró en los estudios foucaultianos, entendiendo que las prácticas inclusivas se presentan como una de las formas de regular los sujetos y controlar a la población. Los resultados generados a partir del ejercicio analítico se presentan en tres enfoques principales: 1) estrategias pedagógicas para la inclusión en la enseñanza a distancia; 2) alternativas digitales para la enseñanza a distancia; 3) prácticas de gestión educativa en la enseñanza a distancia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article is about a research study that aimed to investigate and understand how school inclusion management practices are established in different education networks, identifying their conceptions and strategies in operationalization during the COVID-19 pandemic. The study was carried out from five schools of different education networks, located in the municipalities of Osório, Tramandaí and Torres, belonging to the North Coast region of Rio Grande do Sul. Three schools from the state network participated, one from each municipality; a school from the municipal network of Osório and a school from the private/community network of Osório. The methodology followed a qualitative exploratory and descriptive approach, and the instrument was an online questionnaire, composed of 8 objective and 6 descriptive questions. It was answered by managers of the participating schools and the information obtained formed the empirical corpus. Data analysis was inspired by Foucauldian studies, understanding that inclusive practices are presented as one of the ways to regulate subjects and control the population. The results generated from the analytical exercise are presented in three main approaches: 1) pedagogical strategies for inclusion in remote teaching; 2) digital alternatives for remote teaching; 3) education management practices in remote teaching.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[gestão escolar]]></kwd>
<kwd lng="pt"><![CDATA[práticas inclusivas]]></kwd>
<kwd lng="pt"><![CDATA[ensino remoto]]></kwd>
<kwd lng="pt"><![CDATA[biopolítica]]></kwd>
<kwd lng="es"><![CDATA[gestión escolar]]></kwd>
<kwd lng="es"><![CDATA[prácticas inclusivas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje remoto]]></kwd>
<kwd lng="es"><![CDATA[biopolítica]]></kwd>
<kwd lng="en"><![CDATA[school management]]></kwd>
<kwd lng="en"><![CDATA[inclusive practices]]></kwd>
<kwd lng="en"><![CDATA[remote learning]]></kwd>
<kwd lng="en"><![CDATA[biopolitics]]></kwd>
</kwd-group>
</article-meta>
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