<?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>S0871-91872021000200025</article-id>
<article-id pub-id-type="doi">10.21814/rpe.18677</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação Inclusiva: Proposta de quadro analítico e aplicação ao caso português]]></article-title>
<article-title xml:lang="en"><![CDATA[Inclusive education: Analytical framework and application to the Portuguese case]]></article-title>
<article-title xml:lang="es"><![CDATA[Educación inclusiva: propuesta de un marco analítico y aplicación al caso portugués]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Abrantes]]></surname>
<given-names><![CDATA[Pedro]]></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  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,ISCTE - Instituto Universitário de Lisboa  ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>34</volume>
<numero>2</numero>
<fpage>25</fpage>
<lpage>41</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872021000200025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872021000200025&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872021000200025&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O conceito de educação inclusiva tem vindo a ganhar inegável centralidade no plano das políticas educativas. A partir da identificação de um conjunto de linhas teóricas e de investigação sobre o tema, o presente artigo propõe um quadro de análise para discutir os progressos, fragilidades e desafios de sistemas e programas educativos comprometidos com o desígnio da educação inclusiva, aplicando esse quadro para discutir a evolução do sistema educativo português nas duas primeiras décadas do século XXI. Desta forma, observam-se alguns avanços importantes, mas também hiatos persistentes, incluindo ao nível da produção sistemática de informação e conhecimento.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The concept of inclusive education has gained undeniable centrality in education policies. Based on the identification of a set of theoretical approaches and research on this subject, this article proposes an analytical framework to discuss the progress, weaknesses and challenges of education systems and programs committed to the purpose of inclusive education, applying this framework to discuss the evolution of the Portuguese education system in the first two decades of the 21st century. In a nutshell, this analysis evidences an important progress, but also persistent gaps, including on the production of systematic information and knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El concepto de educación inclusiva ha adquirido una innegable centralidad en el ámbito de las políticas educativas. Basado en la identificación de un conjunto de planteamientos teóricos e investigaciones sobre el tema, este artículo propone un marco de análisis para discutir el progreso, las debilidades y los retos de los sistemas y programas educativos comprometidos con el propósito de la educación inclusiva, aplicando este marco para discutir la evolución del sistema educativo portugués en las dos primeras décadas del siglo XXI. Este análisis ha permitido observar avances importantes, pero también brechas persistentes, incluyendo a nivel de la producción sistemática de información y conocimiento.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="pt"><![CDATA[políticas]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[indicadores]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="en"><![CDATA[policies]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[indicators]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
<kwd lng="es"><![CDATA[políticas]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[indicadores]]></kwd>
</kwd-group>
</article-meta>
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