<?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>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Comunic.]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2016000200207</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.23n2p207-224</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INCLUSÃO ESCOLAR: UMA REFLEXÃO SOBRE A TRANSIÇÃO DA EDUCAÇÃO INFANTIL PARA O ENSINO FUNDAMENTAL]]></article-title>
<article-title xml:lang="en"><![CDATA[SCHOOL INCLUSION: A REFLECTION ON EDUCATIO. TRANSITION FROM CHILDHOOD EDUCATION FOR ELEMENTAR SCHOOL]]></article-title>
<article-title xml:lang="es"><![CDATA[LA INCLUSIÓN ESCOLAR: UNA REFLEXIÓN SOBRE TRANSICIÓN DE EDUCACIÓN INFANTIL PARA LA ESCUELA BÁSICA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MAKIDA&#8211;DYONISIO]]></surname>
<given-names><![CDATA[CRISTIANE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARTINS]]></surname>
<given-names><![CDATA[IDA CARNEIRO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GIMENEZ]]></surname>
<given-names><![CDATA[ROBERTO ROBERTO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Cidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Metodista de Piracicaba  ]]></institution>
<addr-line><![CDATA[Piracicaba SP]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade Cidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2016</year>
</pub-date>
<volume>23</volume>
<numero>2</numero>
<fpage>207</fpage>
<lpage>224</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2016000200207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2016000200207&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2016000200207&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Reconhecidamente, o tema inclus&#227;o tem sido alvo de grande debate na Educa&#231;&#227;o B&#225;sica brasileira, sobretudo ap&#243;s a d&#233;cada de 90. Em especial, podem ser identificados muitos dilemas e d&#250;vidas acerca deste assunto. Um dos problemas que merecem destaque corresponde &#224;s eventuais dificuldades de adapta&#231;&#227;o apresentadas por crian&#231;as com defici&#234;ncia em face das mudan&#231;as de ciclo. Este artigo tem como objetivo comparar o processo de inclus&#227;o de crian&#231;as com defici&#234;ncia na Educa&#231;&#227;o Infantil e no Ensino Fundamental I. Para tanto, &#233; realizada uma discuss&#227;o referente &#224; educa&#231;&#227;o inclusiva diante das recentes mudan&#231;as ocorridas na Educa&#231;&#227;o B&#225;sica, como as mudan&#231;as de concep&#231;&#227;o para a Educa&#231;&#227;o Infantil e a amplia&#231;&#227;o do Ensino Fundamental. S&#227;o retratadas as diferen&#231;as program&#225;ticas entre esses n&#237;veis e suas respectivas implica&#231;&#245;es para a inclus&#227;o das crian&#231;as com necessidades especiais. De modo geral, tamb&#233;m s&#227;o destacadas distin&#231;&#245;es substanciais entre esses n&#237;veis de ensino, com &#234;nfase para o relacionamento com a fam&#237;lia, perfil dos professores, rela&#231;&#227;o professor-aluno, orienta&#231;&#227;o do projeto pedag&#243;gico e, at&#233;, as concep&#231;&#245;es dos diversos atores envolvidos no processo, destacando os seus efetivos impactos para a inclus&#227;o de crian&#231;as com necessidades educacionais especiais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Admittedly, the theme inclusion has been the subject of great debate in the Brazilian Basic Education, especially after the 90s. In particular, can be identified many dilemmas and doubts on this. One of the problems corresponds to any adjustment difficulties presented by children with disabilities in face of the cycle change. This article aims to compare the process of inclusion of disabled children in kindergarten and Elementary School. Thus, a discussion on inclusive education is carried out before the recent changes in Basic Education, such as design changes to Children&#8217;s education and the expansion of primary education. We discuss programmatic differences between these levels and their implications for the inclusion of children with special needs. In general, are also highlighted substantial differences between these levels of education, with emphasis on the relationships with family, teachers profiles, student-teacher relations, orientation of the education program and even the conceptions of the different actors involved in the process, highlighting their actual impact on the inclusion of children with special educational needs.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Es cierto que el tema inclusi&#243;n tema ha sido objeto de gran debate en la educaci&#243;n b&#225;sica brasile&#241;a, especialmente despu&#233;s de los a&#241;os 90. En particular, se pueden identificar muchos dilemas y dudas sobre esto. Uno de los problemas dignos de menci&#243;n corresponde a las dificultades de ajuste presentados por los ni&#241;os con discapacidad en vista del cambio del ciclo. Este art&#237;culo tiene como objetivo comparar el proceso de inclusi&#243;n de los ni&#241;os con discapacidad en el educaci&#243;n de p&#225;rvulos y ensenanza primaria I. Con este fin, un debate sobre la educaci&#243;n inclusiva se lleva a cabo antes de los recientes cambios en la educaci&#243;n b&#225;sica, tales como cambios de dise&#241;o la educaci&#243;n de los ni&#241;os y la expansi&#243;n de la educaci&#243;n primaria. Ellos son retratados diferencias program&#225;ticas entre estos niveles y sus implicaciones para la inclusi&#243;n de ni&#241;os con necesidades especiales. En general, tambi&#233;n se destacan las diferencias sustanciales entre estos niveles de la educaci&#243;n, con &#233;nfasis en las relaciones con la familia, los perfiles de los docentes, la relaci&#243;n alumno-profesor, la orientaci&#243;n del programa de educaci&#243;n e incluso las representaciones sociales de los diferentes actores involucrados en el proceso, destacando su impacto real en la inclusi&#243;n de ni&#241;os con necesidades educativas especiales.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[INCLUSÃO]]></kwd>
<kwd lng="pt"><![CDATA[EDUCAÇÃO INFANTIL]]></kwd>
<kwd lng="pt"><![CDATA[ENSINO FUNDAMENTAL]]></kwd>
<kwd lng="en"><![CDATA[INCLUSION]]></kwd>
<kwd lng="en"><![CDATA[CHILDHOOD EDUCATION]]></kwd>
<kwd lng="en"><![CDATA[ELEMENTARY SCHOO]]></kwd>
<kwd lng="es"><![CDATA[INCLUSIÓN]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN INFANTIL]]></kwd>
<kwd lng="es"><![CDATA[EDUCACIÓN PRIMARIA]]></kwd>
</kwd-group>
</article-meta>
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