<?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>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Série-Estudos]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822014000100247</article-id>
<article-id pub-id-type="doi">10.20435/2318-1982-2014-v.37(17)</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação e inclusão em escolas de educação básica: análise preliminar.]]></article-title>
<article-title xml:lang="en"><![CDATA[Education and inclusion in primary schools: preliminary analysis.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mori]]></surname>
<given-names><![CDATA[Nerli Nonato Ribeiro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<numero>37</numero>
<fpage>247</fpage>
<lpage>261</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822014000100247&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822014000100247&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822014000100247&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A pol&#237;tica nacional de educa&#231;&#227;o especial na perspectiva da educa&#231;&#227;o inclusiva foi estabelecida em 2008. Desde ent&#227;o, &#233; cada vez maior a inser&#231;&#227;o de alunos com defici&#234;ncia, transtornos globais do desenvolvimento ou altas habilidades/superdota&#231;&#227;o no ensino comum. Como est&#225; ocorrendo esse processo? De que modo est&#227;o se concretizando os princ&#237;pios e determina&#231;&#245;es dos documentos norteadores da educa&#231;&#227;o inclusiva? Em busca de respostas para essas quest&#245;es realizamos uma pesquisa sobre educa&#231;&#227;o b&#225;sica e inclus&#227;o nas cinco regi&#245;es brasileiras. Os dados iniciais foram colhidos por meio de levantamento junto a 1200 professores e, na segunda etapa, foi realizado um estudo de campo com observa&#231;&#227;o direta de atividades e entrevistas com profissionais, com professores das Salas de Recursos Multifuncionais e com gestores de 15 escolas das cinco regi&#245;es brasileiras. Os resultados indicam que ainda &#233; grande o desafio de avan&#231;ar para al&#233;m do direito ao acesso e efetivar pr&#225;ticas educacionais voltadas para as especificidades dos alunos que n&#227;o atendem os padr&#245;es de aprendizagem e desenvolvimento estabelecidos. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Brazilian policy for special education within the context of inclusive education was established in 2008. Henceforth there has been a wide inclusion of students with deficiencies and with development disorders or highly gitied children. How is the process being managed? How are the principles and determinations of guideline documents on inclusive education being managed? A research on basic education and inclusion has been undertaken in five Brazilian regions. Data were collected by a survey with 1200 teachers; later a field study with the direct observation of activities and interviews with professionals and teachers of Multifunctional Resource Classrooms and administers of 15 schools in the five Brazilian regions were undertaken. Results show that, besides the right for access, a huge chasm still exists in practice to effectively materialize educational practices for the specificities of children with deficiencies and who do not meet the established standard learning and development. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Special Education]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[Learning]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[PEREZ]]></surname>
<given-names><![CDATA[S. G. P. B.]]></given-names>
</name>
<name>
<surname><![CDATA[RODRIGUES]]></surname>
<given-names><![CDATA[S. T.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Pessoas com Altas Habilidades/Superdotação: das confusões e outros entreveros.]]></article-title>
<source><![CDATA[Revista Brasileira de Altas Habilidade/Superdotação]]></source>
<year></year>
<volume>1</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>21-30</page-range><publisher-loc><![CDATA[Curitiba ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
