Resumo

SILVA, Vinícius Alves da  e  CARDOZO, Poliana Fabíula. THE CHALLENGES OF CURRICULAR PRACTICES IN DIVERSE CONTEXTS: THE CASE OF SYRIAN REFUGEES IN BRAZILIAN SCHOOLS. Rev. Exitus [online]. 2020, vol.10, e020015.  Epub 28-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n0id1137.

The article here presented deals with the issue of the lack of public policies to receive cultural differences and language linked to Syrian refugee inclusion in the educational context. Aims to investigate and debate as they are welcomed in the educational sphere through the educational laws and public policies involved difficulties idiomatic and cultural differences. The theoretical analysis is based on literature search that explained the understandings linked inclusion and cultural diversity. The documentary analysis has researched the law of Guidelines and Bases of education, the National curricular parameters and the Curricular Proposal. The final axis of analysis was run through field research, with interviews in schools in the State schools in the city of Florianópolis. The results show that although the laws guaranteeing the respect for diversity and value for the inclusion in the school environment, do not specify the issue of student refugee, not offering any kind of support to this host, such as learning the language Portuguesa or psychological, tending more to exclude than include and that there are flaws in the implementation of public policies and even the lack of these.

Palavras-chave : Public Policy; Cultural Diferences; Inclusion.

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