<?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>1688-7468</journal-id>
<journal-title><![CDATA[Páginas de Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Pág. Educ.]]></abbrev-journal-title>
<issn>1688-7468</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias Humanas - Universidad Católica del Uruguay.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-74682023000200212</article-id>
<article-id pub-id-type="doi">10.22235/pe.v16i2.3314</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepciones de los profesores sobre los desafíos de la educación inclusiva en Portugal]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; Perceptions of the Challenges of Inclusive Education in Portugal]]></article-title>
<article-title xml:lang="pt"><![CDATA[Perceções dos professores sobre os desafios da educação inclusiva em Portugal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Marco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Olcina-Sempere]]></surname>
<given-names><![CDATA[Gustau]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reis-Jorge]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Superior de Educação e Ciências ISEC Lisboa ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Jaume I  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Superior de Educação e Ciências ISEC Lisboa ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>16</volume>
<numero>2</numero>
<fpage>212</fpage>
<lpage>231</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-74682023000200212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-74682023000200212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-74682023000200212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio tiene como objetivo conocer las concepciones y las prácticas de los profesores, de 5.º a 9.º grado de escolaridad, sobre la inclusión de los alumnos con necesidades especiales. Es un estudio exploratorio, cualitativo, realizado en Portugal con 21 profesores, cuyos datos se obtuvieron mediante entrevistas semiestructuradas. La mayoría de los participantes mostraron actitudes positivas hacia la inclusión y valoraron más el desarrollo de las relaciones sociales que la adquisición de los aprendizajes en el ámbito académico. Algunos profesores declararon que, en sus prácticas, intentan adaptar las metodologías de enseñanza y flexibilizar el currículo con el fin de hacer sus clases más inclusivas. No obstante, los resultados sugieren que la inclusión aún tiene un largo camino por recorrer, ya que se hace necesario fortalecer la conciencia de los profesores sobre: 1) los beneficios de la educación inclusiva y 2) el impacto que puede tener flexibilizar sus prácticas en la inclusión de todos sin excepción]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study aims to understand the conceptions and practices of teachers (5th to 9th grade) regarding the inclusion of students with special needs. It is an exploratory, qualitative study in Portugal with 21 teachers. The data were gathered through semi-structured interviews. The majority of the participants showed positive attitudes towards inclusion; they valued more the development of social relationships than the acquisition of subject matter knowledge. Some teachers claimed that, in their practices, they tried to adapt teaching methodologies and make the curriculum more flexible in order to make their classes more inclusive. However, our results suggest that inclusion still has a long way to go. It is necessary to strengthen teachers` awareness about (i) the benefits of inclusive education and (ii) the impact that flexibility in their practices can have on the inclusion of all without exception]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo tem como objetivo conhecer as conceções e práticas dos professores (5º ao 9º ano de escolaridade) relativamente à inclusão de alunos com necessidades especiais. Trata-se de um estudo exploratório, qualitativo, realizado em Portugal com 21 professores. Os dados foram obtidos através de entrevistas semiestruturadas. A maioria dos participantes demonstrou atitudes positivas face à inclusão e valorizou mais o desenvolvimento das relações sociais do que a aquisição de aprendizagens de âmbito académico. Alguns professores afirmaram que nas suas práticas procuram adaptar metodologias de ensino e flexibilizar o currículo para tornar as suas aulas mais inclusivas. No entanto, os nossos resultados sugerem que a inclusão ainda tem um longo caminho a percorrer, sendo necessário reforçar a consciência dos professores sobre (i) os benefícios da educação inclusiva e (ii) o impacto que a flexibilização das suas práticas pode ter na inclusão de todos sem exceção]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[decreto-ley 54/2018]]></kwd>
<kwd lng="es"><![CDATA[necesidades específicas]]></kwd>
<kwd lng="es"><![CDATA[prácticas inclusivas]]></kwd>
<kwd lng="es"><![CDATA[investigación cualitativa]]></kwd>
<kwd lng="en"><![CDATA[inclusive education]]></kwd>
<kwd lng="en"><![CDATA[decree-law 54/2018]]></kwd>
<kwd lng="en"><![CDATA[specific needs]]></kwd>
<kwd lng="en"><![CDATA[inclusive practices]]></kwd>
<kwd lng="en"><![CDATA[qualitative research]]></kwd>
<kwd lng="pt"><![CDATA[educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[decreto-lei 54/2018]]></kwd>
<kwd lng="pt"><![CDATA[necessidades específicas]]></kwd>
<kwd lng="pt"><![CDATA[práticas inclusivas]]></kwd>
<kwd lng="pt"><![CDATA[investigação qualitativa]]></kwd>
</kwd-group>
</article-meta>
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