<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872022000100310</article-id>
<article-id pub-id-type="doi">10.21814/rpe.21952</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Gestão curricular inclusiva e formação de professores do 2.º Ciclo do Ensino Básico em Portugal: Perceções de coordenadores de cursos de formação inicial]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusive curriculum management and teacher training in the 2nd Cycle of Basic Education in Portugal: Perceptions of coordinators of initial training courses]]></article-title>
<article-title xml:lang="es"><![CDATA[Gestión curricular inclusiva y formación de profesores del 2.° Ciclo de Educación Básica en Portugal: Percepciones de los coordinadores de los cursos de formación inicial]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Inês]]></surname>
<given-names><![CDATA[Helena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Seabra]]></surname>
<given-names><![CDATA[Filipa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pacheco]]></surname>
<given-names><![CDATA[José Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Aberta Laboratório de Educação a Distância e e-Learning ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Agrupamento de Escolas 4 de Outubro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade do Minho Centro de Investigação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Organização de Estados Ibero-Americanos para a Educação, a Ciência e a Cultura  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2022</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>310</fpage>
<lpage>330</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872022000100310&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872022000100310&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872022000100310&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo incide num estudo sobre perceções dos coordenadores de cursos de formação inicial de professores do 2.º Ciclo do Ensino Básico (CEB), em particular sobre a forma como os cursos que coordenam preparam os futuros professores para o trabalho com alunos que evidenciam dificuldades de aprendizagem e necessitam de medidas de educação inclusiva. A questão formulada - De que modo coordenadores de cursos de formação inicial de professores do 2.º CEB percecionam a diferenciação curricular e pedagógica em função do trabalho com alunos que necessitam de um apoio pedagógico específico? - faz parte de um projeto de investigação mais amplo, sendo apresentados, neste texto, os resultados de um estudo empírico de natureza qualitativa. Os dados foram recolhidos através de inquérito por entrevista, realizado a coordenadores (n=5) de cursos de ensino superior português público (quatro universidades e um instituto politécnico). Os resultados evidenciam que os coordenadores em estudo identificam um processo de melhoria na formação inicial de professores e na área específica da gestão curricular baseada na diversidade, que envolve alunos com dificuldades de aprendizagem ou incapacidades, pelo que as suas conceções se revelam favoráveis à relevância da inclusão, ancorada numa revisão mais abrangente da formação inicial de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article focuses on a study on the perceptions of the coordinators of initial training courses for teachers of the 2nd Cycle of Basic Education (CEB), particularly on the way that the courses they coordinate prepare future teachers to work with students who show learning difficulties and need inclusive education measures. The question formulated - How do coordinators of initial training courses for 2nd CEB teachers perceive curricular and pedagogical differentiation in terms of working with students who need specific pedagogical support? - is part of a broader research project. In this text, the results of a qualitative empirical study are presented. The data were collected through an interview survey, carried out with coordinators (n=5) of Portuguese public higher education courses (four universities and a polytechnic institute). The results show that the coordinators identify a process of improvement in the initial training of teachers and in the specific area of curriculum management based on diversity, which involves students with learning difficulties or disabilities, so their conceptions are favourable to the relevance of the inclusion, anchored in a more comprehensive review of initial teacher education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo se centra en un estudio sobre las percepciones de los coordinadores de los cursos de formación inicial para docentes del 2.° Ciclo de Educación Básica (CEB), particularmente sobre la forma en que los cursos que coordinan preparan a los futuros docentes para trabajar con alumnos que presentan dificultades de aprendizaje y necesitan medidas de educación inclusiva. La pregunta formulada - ¿Cómo perciben los coordinadores de los cursos de formación inicial para profesores de 2.º CEB la diferenciación curricular y pedagógica con respecto al trabajo con alumnos que necesitan un apoyo pedagógico específico? - forma parte de un proyecto de investigación más amplio. En este texto, se presentan los resultados de un estudio empírico de carácter cualitativo. Los datos fueron recolectados a través de entrevista, realizada con coordinadores (n=5) de cursos de educación superior pública portuguesa (cuatro universidades y un instituto politécnico). Los resultados muestran que los coordinadores identifican un proceso de mejora en la formación inicial de los docentes y en el área específica de la gestión curricular basada en la diversidad, que involucra a estudiantes con dificultades de aprendizaje o discapacidades, por lo que sus concepciones son favorables a la relevancia de la inclusión, anclada en una revisión más completa de la formación inicial del profesorado.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diversidade]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Gestão curricular]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão.]]></kwd>
<kwd lng="en"><![CDATA[Diversity]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Curricular management]]></kwd>
<kwd lng="en"><![CDATA[Inclusion.]]></kwd>
<kwd lng="es"><![CDATA[Diversidad]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Gestión curricular]]></kwd>
<kwd lng="es"><![CDATA[Inclusión.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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