<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2024000200410</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.081.ds01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação em contextos humanitários: violação e proteção dos direitos da infância]]></article-title>
<article-title xml:lang="en"><![CDATA[Education in humanitarian contexts: violation and protection of children&#8217;s rights]]></article-title>
<article-title xml:lang="es"><![CDATA[La educación en contextos humanitarios: violación y protección de los derechos de la niñez]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eyng]]></surname>
<given-names><![CDATA[Ana Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>81</numero>
<fpage>410</fpage>
<lpage>429</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000200410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000200410&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000200410&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo tem como objeto a educação em contextos humanitários, a partir do qual reflete sobre o direito às aprendizagens como componente do direito à educação. Nessa perspectiva, problematizamos os pares de contrários constituídos pelos riscos e pela proteção dos direitos da infância. Os argumentos são tecidos pelo cotejamento de dados conceituais e empíricos, referendados na abordagem qualitativa, propiciando o diálogo crítico com os sujeitos de direitos nos seus contextos cotidianos. As vozes de 460 estudantes, 125 Educadores e 95 familiares de doze escolas de cinco diferentes países enunciam percepções de violências na gênese do mal-estar e reivindicações de direitos para constituição do bem-estar. No desenvolvimento da análise se evidencia que nos contextos humanitários operam violências interseccionais, nos quais a opressão afeta, antes e de forma mais cruel, os mais frágeis, crianças e adolescentes, principais demandantes da ação humanitária integrada à ação dos direitos humanos para a garantia do direito à educação. A essência da função social da escola, concebida como espaçotempo estratégico e intersetorial na constituição do bem-estar, está na garantia do direito à educação, configurado como demandas individual e coletiva interdependente, que se efetivam via construção de aprendizagens multidimensionais, no desenvolvimento integral dos sujeitos de direitos das infâncias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The object of this article is education in humanitarian contexts, from which it reflects on the right to learning as a component of the right to education. From this perspective we problematize the pairs of opposites constituted by the risks and the protection of children's rights. The arguments are woven by the comparison of conceptual and empirical data, endorsed in the qualitative approach, providing a critical dialogue with the subjects of rights in their daily contexts. The voices of 460 students, 125 education professionals and 95 family members from twelve schools in five different countries enunciate perceptions of violence in the genesis of malaise and claims for rights to constitute well-being. In the development of the analysis it is evident that in humanitarian contexts intersectional violence operates, in which oppression affects the most fragile, children and adolescents, in a cruelest way, the main demanders of humanitarian action integrated with human rights action to guarantee the right to education. The essence of the social function of the school, conceived as a strategic and intersectoral space-time in the constitution of well-being, lies in the guarantee of the right to education, configured as an interdependent individual and collective demand, which is made effective through the construction of multidimensional learning, in the integral development of the subjects of children's rights.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo tiene como objeto la educación en contextos humanitarios, desde la cual se reflexiona sobre el derecho al aprendizaje como componente del derecho a la educación. Desde esta perspectiva, problematizamos los pares de opuestos constituidos por los riesgos y la protección de los derechos de la infancia. Los argumentos se tejen a partir de la comparación de datos conceptuales y empíricos, avalados en el enfoque cualitativo, proporcionando un diálogo crítico con los sujetos de derechos en sus contextos cotidianos. Las voces de 460 estudiantes, 125 profesionales de la educación y 95 familiares de doce escuelas de cinco países, enuncian las percepciones de violencia en la génesis del malestar y las reivindicaciones de derechos para constituir bienestar. En el desarrollo del análisis se evidencia que en contextos humanitarios opera la violencia interseccional. Asi, la opresión afecta de manera más cruel a los niños, niñas y adolescentes más frágiles, principales demandantes de la acción humanitaria integrada con la acción de derechos humanos para garantizar el derecho a la educación. La esencia de la función social de la escuela, concebida como un espacio-tiempo estratégico e intersectorial en la constitución del bienestar, radica en la garantía del derecho a la educación, configurado como una demanda individual y colectiva interdependiente, que se hace efectiva a través de la construcción de aprendizajes multidimensionales, en el desarrollo integral de los sujetos de los derechos de la infancia.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Bem-estar]]></kwd>
<kwd lng="pt"><![CDATA[Contextos Humanitários]]></kwd>
<kwd lng="pt"><![CDATA[Direito à Educação]]></kwd>
<kwd lng="pt"><![CDATA[Pobreza Infantil.]]></kwd>
<kwd lng="en"><![CDATA[Well-being]]></kwd>
<kwd lng="en"><![CDATA[Humanitarian Contexts]]></kwd>
<kwd lng="en"><![CDATA[Right to Education]]></kwd>
<kwd lng="en"><![CDATA[Child Poverty.]]></kwd>
<kwd lng="es"><![CDATA[Bienestar]]></kwd>
<kwd lng="es"><![CDATA[Contextos humanitarios]]></kwd>
<kwd lng="es"><![CDATA[Derecho a la educación]]></kwd>
<kwd lng="es"><![CDATA[Pobreza infantil.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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