<?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>1608-8921</journal-id>
<journal-title><![CDATA[Gaceta Médica Espirituana]]></journal-title>
<abbrev-journal-title><![CDATA[Gac Méd Espirit]]></abbrev-journal-title>
<issn>1608-8921</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Ciencias Médicas de Sancti Spíritus]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1608-89212019000300021</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Interdisciplinariedad e inclusión escolar de niños con discapacidad desde los relatos maternos]]></article-title>
<article-title xml:lang="en"><![CDATA[Interdisciplinarity and school inclusion of disabled children from maternal stories]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gonçalves de Castro]]></surname>
<given-names><![CDATA[Gisélia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berti Roldi]]></surname>
<given-names><![CDATA[Gabriella]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Batista Mainegra]]></surname>
<given-names><![CDATA[Amado]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alves Figueiredo]]></surname>
<given-names><![CDATA[Glória Lúcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitario Cerrado Patrocínio  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Centro de Estudios para el Perfeccionamiento de la Educación Superior Universidad de La Habana ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Cuba</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad de Franca  ]]></institution>
<addr-line><![CDATA[Sao Paulo ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>21</volume>
<numero>3</numero>
<fpage>21</fpage>
<lpage>29</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1608-89212019000300021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1608-89212019000300021&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1608-89212019000300021&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  Fundamento:  La mirada inclusiva sobre las escuelas debe ser de cambios y amplitud para establecer en el sistema educacional la comprensión del ser humano, considerando sus historias, concepciones, percepciones, creencias, experiencias y trayectorias personales de forma interdisciplinar, especialmente de los niños con deficiencia.  Objetivo:  Analizar las experiencias de los niños con deficiencias, vivenciadas en una escuela de un municipio brasileño, a partir de los relatos maternos.  Metodología:  Estudio transversal, exploratorio con abordaje cualitativo. Se aplicó una encuesta a 20 madres de niños con deficiencias que estaban en seguimiento en un Centro de Salud, ubicado en una ciudad del estado de Minas Gerais, Brasil. Fue adoptado el referencial teórico-metodológico de la perspectiva hermenéutica dialéctica, buscando comprender la realidad situada en su contexto, atada a la confrontación y análisis crítico de las categorías empíricas.  Resultados:  Emergieron puntos problemáticos relativos a la inclusión escolar, inequidades de los derechos, escasez de profesionales de educación y de salud capacitados para el cuidado de los niños con deficiencias, así como las inadecuaciones arquitectónicas, selección y adaptación de mobiliarios para los niños.  Conclusiones:  La inclusión escolar se presenta como un reto multidimensional, una vez que aún son necesarias condiciones estructurales y contextuales adecuadas en correspondencia con un enfoque de desarrollo sostenible, de modo que la educación inclusiva en las escuelas se efectúe de manera concreta y real, ultrapasando el idealismo referido en las propuestas de políticas públicas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The inclusive view on schools must be of changes and breadth to establish in the educational system the understanding of the human being, considering their histories, conceptions, perceptions, beliefs, experiences and personal trajectories in an interdisciplinary way, especially from disabled children.  Objective:  To analyze the experiences of disabled children, experienced in a school from a Brazilian municipality, based on the maternal stories.  Methodology:  Cross-sectional, exploratory study with qualitative approach. A survey was applied to 20 mothers of disabled children being followed up in a health center, located in a city in the state of Minas Gerais, Brazil. The theoretical-methodological reference of the dialectical hermeneutical perspective was adopted, seeking to understand the reality located in its context, tied to the confrontation and critical analysis of the empirical categories.  Results:  Problematic points emerged regarding school inclusion, rights inequities, scarcity of education and health professionals trained for the care of disabled children, as well as architectural inadequacies, selection and adaptation of furniture for children.  Conclusions:  School inclusion is presented as a multidimensional challenge, since adequate structural and contextual conditions are still necessary in correspondence with a sustainable development approach, so that inclusive education in schools is carried out in a concrete and real way, exceeding the idealism referred to in public policy proposals.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Inclusión escolar]]></kwd>
<kwd lng="es"><![CDATA[niños con necesidades especiales]]></kwd>
<kwd lng="es"><![CDATA[niños con discapacidad]]></kwd>
<kwd lng="es"><![CDATA[rendimiento escolar bajo]]></kwd>
<kwd lng="es"><![CDATA[educación especial]]></kwd>
<kwd lng="es"><![CDATA[estudios interdisciplinarios]]></kwd>
<kwd lng="es"><![CDATA[interdisciplinariedad]]></kwd>
<kwd lng="es"><![CDATA[programas de estudio]]></kwd>
<kwd lng="en"><![CDATA[School inclusion]]></kwd>
<kwd lng="en"><![CDATA[special needs children]]></kwd>
<kwd lng="en"><![CDATA[disabled children]]></kwd>
<kwd lng="en"><![CDATA[underachievement]]></kwd>
<kwd lng="en"><![CDATA[education special]]></kwd>
<kwd lng="en"><![CDATA[interdisciplinary studies]]></kwd>
<kwd lng="en"><![CDATA[interdisciplinarity]]></kwd>
<kwd lng="en"><![CDATA[programs of study]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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