<?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>2184-7770</journal-id>
<journal-title><![CDATA[New Trends in Qualitative Research]]></journal-title>
<abbrev-journal-title><![CDATA[NTQR]]></abbrev-journal-title>
<issn>2184-7770</issn>
<publisher>
<publisher-name><![CDATA[Ludomedia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2184-77702021000200396</article-id>
<article-id pub-id-type="doi">10.36367/ntqr.7.2021.396-402</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A utilização da grounded theory em estudos sobre educação inclusiva]]></article-title>
<article-title xml:lang="en"><![CDATA[The Use of Grounded Theory in Studies on Inclusive Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carvalho]]></surname>
<given-names><![CDATA[Marisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Católica Portuguesa Centro de Investigação para o Desenvolvimento Humano Faculdade de Educação e Psicologia]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>10</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>10</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>7</volume>
<fpage>396</fpage>
<lpage>402</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702021000200396&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702021000200396&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702021000200396&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Nas últimas décadas, o debate acerca da educação inclusiva tem vindo a ganhar relevo do ponto de vista da investigação educacional. A grounded theory é uma metodologia particularmente útil neste âmbito na medida em que poderá contribuir para a construção de teoria acerca das experiências de inclusão em múltiplos contextos, potenciando o caráter empoderador de modelos e teorias dirigidas para públicos em maior risco de exclusão. Neste trabalho, de natureza exploratória, pretendemos explorar de que modo a grounded theory tem vindo a ser utilizada na investigação em educação inclusiva, identificando as principais dimensões estudadas e opções metodológicas adotadas. Foi realizada uma pesquisa na base de dados Education Resources Information Center, usando as palavras-chave &#8220;Grounded theory AND Inclusive education&#8221;, tendo sido identificados 12 artigos relevantes para análise. Verificou-se alguma diversidade nas dimensões identificadas, designamente relacionadas com as políticas, com a identidade profissional do professor e com a participação de crianças e jovens em diferentes contextos educativos. Do ponto de vista metodológico, os estudos identificados parecem usar a grounded theory com maior foco nos procedimentos de codificação. Conclui-se haver necessidade e vantagens de um maior aperfeiçoamento no uso da grounded theory no sentido da construção de teoria em educação inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In the last decades, the debate about inclusive education has gained prominence in educational research. Grounded theory is a particularly useful methodology in this scope as it can contribute to theory construction about the experiences of inclusion in multiple contexts, enhancing the empowering character of models and theories aimed at audiences at greater risk of exclusion. In this exploratory work, we intend to explore how grounded theory has been used in inclusive education research, identifying the main dimensions studied and methodological options adopted. Data collection was carried out in the Education Resources Information Center database, using the keywords &#8220;Grounded theory AND Inclusive education&#8221;, and 12 relevant articles were identified for analysis. There was some diversity of dimensions explored, namely related to policies, teachers&#8217; professional identity and children and youth&#8217; participation in different educational contexts. From a methodological point of view, the studies identified seem to use grounded theory with a greater focus on coding procedures. We conclude that there is a need and advantages for further improvement in the use of grounded theory for building theory in inclusive education.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Grounded Theory]]></kwd>
<kwd lng="pt"><![CDATA[Educação Inclusiva]]></kwd>
<kwd lng="pt"><![CDATA[Educação.]]></kwd>
<kwd lng="en"><![CDATA[Grounded Theory]]></kwd>
<kwd lng="en"><![CDATA[Inclusive Education]]></kwd>
<kwd lng="en"><![CDATA[Education.]]></kwd>
</kwd-group>
</article-meta>
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