Resumen

OURIQUE, Maiane Liana Hatschbach  y  SILVA, Renan Cardozo Gomes da. Aliens in twin-frontier schools: curricular practices in question. Rev. Exitus [online]. 2020, vol.10, e020086.  Epub 28-Mar-2022. ISSN 2237-9460.  https://doi.org/10.24065/2237-9460.2020v10n1id972.

The presence of foreign students in Brazilian institutions is guaranteed by Law n. 6.815/1980. However, considering the distance between border daily life and border school, this research aims to investigate to what extent the administrative-pedagogical practices developed in border schools take into account the specificities of Uruguayan border students. To this end, an exploratory investigation is carried out in public schools in the municipality of Jaguarão/RS. The main problem is the way in which a subject from another country who has another mother tongue coexists and adapts to institutionalized pedagogical practices, experiencing a process of teaching and learning intended for natives (Brazilians). The theoretical support of this research is mainly in Santomé (1995; 2011) and Sacristán (2000), with regard to pedagogical practices and the school curriculum; Silva (2009) with regard to the relationships between curriculum and power. It is noticed how some normative of the field of education could be vectors of paradigmatic changes towards interculturality and, at the same time, how the curricula of schools continue to reverberate homogenizing or, at most, multicultural practices, which aim to integrate without dissipating the territories of power / knowledge.

Palabras clave : Border schools; Border Students; Pedagogical Practices.

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