Resumen

MIRANDA, Helen Parnes  y  FERNANDES, Sônia Regina de Souza. INTERCULTURALITY AND PLAC: reflexions over education and citizenship of immigrants and refugees. Revista Teias [online]. 2022, vol.23, n.69, pp.230-242.  Epub 28-Feb-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.66018.

The inversion of the Brazilian scenario of greater emigration to that of greater reception of immigrants due to economic growth since 1980 revealed the absence of a tradition of welcoming differences (PATARRA, 2012). Although currently Brazilian legislation recognizes fundamental rights of immigrants and refugees, the country still lacks public policies towards the realization of full citizenship. Considering the right to democratic education as a fundamental element to citizenship and the constitution of the Democratic State of Law (FERNANDES, 1989), this study seeks, through a literature review, to reflect on the possibility of an intercultural education through the proposal of Portuguese as the Host Language (PLAc). Therefore, we seek to revisit concepts necessary to understand interculturality and reflect on the hegemonic processes arising from the colonial condition and educational expansion as a nationalist project. It is pointed out that the absence of public policies aimed at training PLAc teachers and the inclusion of immigrants and refugees is accommodated in an assistentialist perspective, blaming the subjects of the educational process, making educational quality and the teaching profession precarious. It is concluded that the critical perception of PLAc towards the exercise of citizenship is aligned with interculturality by promoting the active role of immigrants and refugees and considering their cultural, social and linguistic affiliations, constituting an emancipatory alternative to hegemonic conceptions of the traditional Education.

Palabras clave : interculturality; PLAc; inclusion of migrants and refugees; right to education of migrants and refugees..

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