<?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>S0871-91872022000200018</article-id>
<article-id pub-id-type="doi">10.21814/rpe.20839</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Crenças de autoeficácia em professores referentes aos saberes docentes para a educação inclusiva]]></article-title>
<article-title xml:lang="es"><![CDATA[Creencias de autoeficacia de profesores en relación con los saberes docentes para la educación inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[Self-efficacy beliefs in teachers regarding teacher&#8217;s knowledge for inclusive education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Semcovici Nozi]]></surname>
<given-names><![CDATA[Gislaine]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Regina Vitaliano]]></surname>
<given-names><![CDATA[Celia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>35</volume>
<numero>2</numero>
<fpage>356</fpage>
<lpage>377</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872022000200018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872022000200018&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872022000200018&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Crenças de autoeficácia em professores se referem ao quanto eles se julgam capazes de implementar ações em sala de aula com o objetivo de afetar a autoeficácia, a motivação e o desempenho dos alunos. Tendo em vista a importância deste constructo motivacional em professores, esta pesquisa teve por objetivo: investigar as crenças de autoeficácia em professores regentes de classe comum do Ensino Fundamental I para a execução de ações pedagógicas relacionadas aos saberes procedimentais indicados pela literatura para favorecer o processo de inclusão de alunos com Necessidades Educacionais Especiais (NEE). O método adotado foi a pesquisa de levantamento. A coleta dos dados foi realizada por meio de entrevistas semiestruturadas e os dados foram organizados em uma categoria e 10 subcategorias. Como resultados identificamos que as professoras participantes do estudo apresentaram crenças de autoeficácia mais positivas para: desenvolver um clima emocional e afetivo positivo em sala de aula em relação aos alunos com NEE; atuar de forma colaborativa com outros profissionais; avaliar e organizar o espaço físico da sala de aula; e identificar as dificuldades dos alunos com NEE. E apresentaram crenças de autoeficácia insuficientes para avaliar a aprendizagem dos alunos com NEE e organizar atividades pedagógicas inclusivas. Os resultados apontam que o domínio de saberes procedimentais para a educação inclusiva interfere na crença de autoeficácia de professores para trabalhar com alunos com NEE e que a crença da autoeficácia dos professores influencia no modo como eles organizam a prática pedagógica junto aos alunos com NEE.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Self-efficacy beliefs in teachers are related to their judgment of being able to implement actions in the classroom aiming at affecting students&#8217; self-efficacy, motivation, and performance. Given the importance of this motivational construct in teachers, this research aimed to investigate self-efficacy beliefs in regular teachers of Elementary School regarding the performance of pedagogical practices related to the literature-based procedural knowledge to favor the inclusion process of students with Special Educational Needs (SEN). It was adopted the survey method. The data was collected through semi-structured interviews and then organized into one category and 10 subcategories. The results identified that the self-efficacy beliefs of the participating teachers were more positively related to: developing a positive emotional and affective climate within the classroom regarding SEN students; working collaboratively with other professionals; evaluating and organizing the physical space of the classroom; and identifying the difficulties of SEN students. Low self-efficacy beliefs were also identified when it relates to evaluating the learning of SEN students and organizing inclusive pedagogical activities. The results indicate that mastering the procedural knowledge for inclusive education interferes with the teachers' self-efficacy belief of working with SEN students and that the teachers' self-efficacy belief influences how they organize pedagogical practice with SEN students.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Las creencias de autoeficacia de profesores se refieren a cuánto creen que son capaces de implementar acciones en la sala de clases con el fin de afectar la autoeficacia, la motivación y el rendimiento de los alumnos. Dada la importancia de este constructo motivacional en los profesores, esta investigación tuvo como objetivo: investigar las creencias de autoeficacia de profesores regulares de la Educación Primaria I para la ejecución de acciones pedagógicas relacionadas con los conocimientos procedimentales indicados por la literatura para favorecer el proceso de inclusión de alumnos con Necesidades Educativas Especiales (NEE). El método adoptado fue el de la investigación por encuesta. Los datos se reunieron mediante entrevistas semiestructuradas y se organizaron en una categoría y 10 subcategorías. Como resultados, identificamos que las profesoras participantes presentaron creencias de autoeficacia más positivas para: desarrollar un clima emocional y afectivo positivo en la clase en relación con los estudiantes con NEE; actuar de forma colaborativa con otros profesionales; evaluar y organizar el espacio físico de la sala de clases; y identificar las dificultades de los alumnos con NEE. E presentaron creencias de menor autoeficacia para evaluar el aprendizaje de los alumnos con NEE y organizar actividades pedagógicas inclusivas. Los resultados muestran que el dominio de saberes procedimentales para la educación inclusiva interfiere con la creencia de autoeficacia de profesores para trabajar con alumnos con NEE y que la creencia de autoeficacia de los profesores influye en la forma en que ellos organizan la práctica pedagógica con los alumnos con NEE.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Alunos com necessidades especiais]]></kwd>
<kwd lng="pt"><![CDATA[Autoeficácia docente]]></kwd>
<kwd lng="en"><![CDATA[Inclusive education]]></kwd>
<kwd lng="en"><![CDATA[Students with special needs]]></kwd>
<kwd lng="en"><![CDATA[Teacher self-efficacy]]></kwd>
<kwd lng="es"><![CDATA[Educación inclusiva]]></kwd>
<kwd lng="es"><![CDATA[Alumnos con necesidades especiales]]></kwd>
<kwd lng="es"><![CDATA[Autoeficacia docente]]></kwd>
</kwd-group>
</article-meta>
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</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vitaliano]]></surname>
<given-names><![CDATA[C. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Manzini]]></surname>
<given-names><![CDATA[E. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A formação inicial de professores para a inclusão de alunos com necessidades educacionais especiais]]></article-title>
<source><![CDATA[Formação de professores para inclusão de alunos com necessidades educacionais especiais]]></source>
<year>2010</year>
<page-range>51-112</page-range><publisher-name><![CDATA[EDUEL]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
