<?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>S2184-77702022000300019</article-id>
<article-id pub-id-type="doi">10.36367/ntqr.12.2022.e615</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Da Integração à inclusão: Estudo de caso em Portugal]]></article-title>
<article-title xml:lang="en"><![CDATA[From Integration to Inclusion: Case study in Portugal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tenil]]></surname>
<given-names><![CDATA[Sandra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Cândido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sá]]></surname>
<given-names><![CDATA[Susana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,CIDI-IESF-Instituto de Estudos Superiores de Fafe  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>31</day>
<month>08</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>31</day>
<month>08</month>
<year>2022</year>
</pub-date>
<volume>12</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2184-77702022000300019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2184-77702022000300019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2184-77702022000300019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O trabalho estuda o caso de um Agrupamento de Escolas no Sul de Portugal, onde são amplas as diversidades socioculturais do alunado, como imigrantes e refugiados, além de variadas origens sociais. O estudo de caso seguiu a dinâmica do triângulo de Stake, no sentido de promover a interação entre análise documental, observação e entrevistas semiestruturadas. A particularidade na aplicação da metodologia foi o fechamento contínuo e, depois, intermitente das escolas que obrigou a recorrer ao arquivo de observações da pesquisadora principal e a realizar entrevistas virtuais. Com isso, as perceções da entrevistadora e das.os participantes foram parcialmente limitadas pelo uso de máscaras restringindo a perceção de interações não simbólicas, o que se justifica, porém põe obstáculos à investigação qualitativa. Os vértices do triângulo, em dinâmica, revelaram que a equipa intermédia do Agrupamento, em ampla maioria distingue os conceitos de integração e inclusão. Os documentos analisados apontaram para a coerência com a legislação e normas vigentes. A Equipa Multidisciplinar de Apoio à Educação inclusiva tece uma rede entre escola, famílias e comunidade, na busca das melhores soluções para cada estudante. Apesar das resistências à mudança e às dificuldades de alterar práticas e atitudes enraizadas, a grande maioria concorda que o Agrupamento se encaminha para a escola inclusiva. Apesar dessa coerência com o espírito da Conferência de Incheon, da Unesco, um pequeno grupo busca uma &#8220;simplificação&#8221; da inclusividade, aplicando-a apenas ao alunado com necessidades educativas especiais. Com isso, se contorna a maior complexidade do conceito, o que se afasta do preconizado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper focuses on a School Group in Southern Portugal, where there are wide sociocultural as well as social origin diversities. This case study followed Stake&#8217;s triangle, promoting the interaction among document analysis, observation, and semi structured interviews. However, the methodology had obstacles in its application since the pandemic led to lockdown and intermittent school closure. As a result, the first author used the supplementary resource to her personal archive of observation. Interviews were limited to remote technologies and often the use of obligatory masks. These were some obstacles to direct social contact among subjects, recommended solely in exceptional situations. The direct observation and interviews in situ are highly advisable in a qualitative research project. Results show that the intermediate team understood the differences between integration and inclusiveness. Documents were coherent with legislation and norms. The Support Multidisciplinary Team to Inclusive Education established a network among schools, families, and communities to reach the best solutions for each student. Despite of difficulties to change well rooted practices and attitudes, most of the educators agreed that this School Group was in the right way to inclusive schools. Nevertheless, a small group applied the inclusiveness concept to special education only. This bypass to the concept&#8217;s application deviates from the spirit of the Incheon Conference, so restricting its sense.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão educativa]]></kwd>
<kwd lng="pt"><![CDATA[Educação Especial]]></kwd>
<kwd lng="pt"><![CDATA[Estudo de caso, Imigração.]]></kwd>
<kwd lng="en"><![CDATA[Education inclusiveness]]></kwd>
<kwd lng="en"><![CDATA[Special education]]></kwd>
<kwd lng="en"><![CDATA[Case study]]></kwd>
<kwd lng="en"><![CDATA[Immigration.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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