<?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>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022023000100640</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202349256335eng</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The Look Act (2017) in Massachusetts: implications to society and teacher education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amorim]]></surname>
<given-names><![CDATA[Simone Silveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tiradentes  ]]></institution>
<addr-line><![CDATA[Aracaju SE]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>49</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022023000100640&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022023000100640&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022023000100640&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article presents some implications of the Look Act to education in Massachusetts, by first discussing the latest USA educational laws, as they set the scene for the Look Act, which will then be examined in correlation with teacher education and the educational tensions generated by its implementation. Some of its implications to society, resulting from the recent changes in English Language Learners (ELL) teaching in Massachusetts, will be addressed, since teacher education, educators, families, students, and other education-related stakeholders are closely interwoven as they seek to prepare individuals to live in society. Of qualitative approach, this research seeks to construct new knowledge, without necessarily generating solutions to specific problems. For schools equipped with skilled ELL teachers, priority should be given to assigning them leader roles so that they can advocate successfully for ELL and its future. Administrators, however, seem to forget that changes should be implemented according to teachers, who are usually ignored. Besides, ELLs bring strengths from their cultures, and must be valued for their language competence.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo objetiva apresentar algumas implicações para a educação em Massachusetts, tendo como foco a legislação denominada The Look Act. Para isto, algumas das mais recentes leis educacionais dos EUA serão apresentadas, pois elas definem o cenário para a Lei Look, que terá alguns de seus itens expostos e discutidos em conexão com o processo de formação de professores e as tensões educacionais relacionadas à implantação dessa lei. Algumas implicações para a sociedade também serão apresentadas como resultado das recentes mudanças nos direitos de ensino de English Language Learners (ELL) em Massachusetts a partir do pressuposto de que a formação de professores, famílias, alunos e demais agentes relacionados com a educação estão intimamente ligados, à medida que buscam a preparação de indivíduos para viver em sociedade. De abordagem qualitativa, esta pesquisa é de natureza básica, pois permite a construção de novos conhecimentos, sem necessariamente gerar soluções para problemas específicos. Observou-se que nas escolas onde já existem professores qualificados para atender ELLs, a prioridade deve ser dar-lhes papéis de liderança, de maneira que possam defender, com sucesso, os ELLs e seu futuro. No entanto, identificou-se que gestores, por vezes, esquecem que as mudanças devem ser efetuadas de acordo com os professores, que costumam ser postos de lado. Além disso, os ELLs trazem pontos fortes de suas culturas, assim, devendo ser valorizados por sua competência.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[The Look Act]]></kwd>
<kwd lng="en"><![CDATA[Professional development]]></kwd>
<kwd lng="en"><![CDATA[ELLs]]></kwd>
<kwd lng="en"><![CDATA[Massachusetts]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="pt"><![CDATA[The Look Act]]></kwd>
<kwd lng="pt"><![CDATA[Formação profissional]]></kwd>
<kwd lng="pt"><![CDATA[ELLs]]></kwd>
<kwd lng="pt"><![CDATA[Massachusetts]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
</kwd-group>
</article-meta>
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