<?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>S1981-416x2024000200430</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.081.ds02</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Infâncias e migrações transnacionais: conversas sobre educação, cotidiano e tecnologias]]></article-title>
<article-title xml:lang="en"><![CDATA[Childhoods and transnational migrations: conversations about education, everyday life and technologies]]></article-title>
<article-title xml:lang="es"><![CDATA[Infancias y migraciones transnacionales: conversaciones sobre educación, vida cotidiana y tecnologías]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assumpção]]></surname>
<given-names><![CDATA[Adriana Maria de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pereira]]></surname>
<given-names><![CDATA[Carla Antunes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estácio de Sá  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></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>430</fpage>
<lpage>448</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000200430&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000200430&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000200430&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo aborda aspectos de um estudo com crianças em situação de refúgio e a relação com a aprendizagem no contexto da pandemia de Covid -19 por meio do Ensino Remoto Emergencial adotado pelas escolas. A experiência foi construída em encontros com migrantes para auxiliá-los na continuidade das atividades escolares, buscando contribuir para a sua inclusão em escolas do Rio de Janeiro. Inspiradas por Larrosa (2002) propomos um caminho a partir da experiência e tratamos a conversa como método para essa pesquisa. Encontramos possibilidades para tratar das infâncias, ouvindo as narrativas infantis como um convite para pensar sobre os lugares e as vivências compartilhadas. As crianças - duas meninas e um menino - são irmãos e vieram da Síria em 2015 e, em 2018 foram matriculados em uma escola da rede privada do Rio de Janeiro. Por meio das narrativas percebemos representações sobre cotidianos vividos, costumes, aprendizagem e tecnologias, bem como expectativas, sonhos interrompidos, falta de interação com a comunidade escolar e ausência de educação intercultural. Estudo qualitativo em que a metodologia privilegiou a análise das narrativas infantis, considerando a vivência dos três irmãos e a experiência migratória. A potência dos diálogos compartilhados possibilitou reflexões a respeito das migrações transnacionais e a importância da escola para o processo de inclusão na sociedade. Apontamos a relevância de problematizar as infâncias migrantes e a troca de saberes que pode ser construída em processos de aprendizagem que consideram a heterogeneidade cultural.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article addresses aspects of a study with children in refugee situations and the relationship with learning in the context of the Covid-19 pandemic through Emergency Remote Teaching adopted by schools. The experience was built in meetings with migrants to help them continue their school activities, seeking to contribute to their inclusion in schools in Rio de Janeiro. Inspired by Larrosa (2002), we propose a path based on experience and treat conversation as a method for this research. We found possibilities to deal with childhoods, listening to children's narratives as an invitation to think about places and shared experiences. The children - two girls and a boy - are siblings and came from Syria in 2015 and, in 2018, were enrolled in a private school in Rio de Janeiro. Through the narratives we perceive representations about everyday life, customs, learning and technologies, as well as expectations, interrupted dreams, lack of interaction with the school community and lack of intercultural education. Qualitative study in which the methodology privileged the analysis of children's narratives, considering the experience of the three siblings and the migratory experience. The power of shared dialogues enabled reflections on transnational migrations and the importance of school for the process of inclusion in society. We point out the relevance of problematizing migrant childhoods and the exchange of knowledge that can be built in learning processes that consider cultural heterogeneity.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo aborda aspectos de un estudio con niños en situación de refugiados y la relación con el aprendizaje en el contexto de la pandemia de Covid-19 a través de la Enseñanza Remota de Emergencia adoptada por las escuelas. La experiencia se construyó en encuentros con migrantes para ayudarlos a continuar con sus actividades escolares, buscando contribuir a su inclusión en las escuelas de Río de Janeiro. Inspirándonos en Larrosa (2002), proponemos un camino basado en la experiencia y tratamos la conversación como método para esta investigación. Encontramos posibilidades de abordar las infancias, escuchando las narrativas de los niños como una invitación a pensar en lugares y experiencias compartidas. Los niños -dos niñas y un niñoson hermanos y llegaron de Siria en 2015 y, en 2018, fueron matriculados en una escuela privada en Río de Janeiro. A través de las narrativas percibimos representaciones sobre la vida cotidiana, costumbres, aprendizajes y tecnologías, así como expectativas, sueños interrumpidos, falta de interacción con la comunidad escolar y falta de educación intercultural. Estudio cualitativo en el que la metodología privilegió el análisis de narrativas infantiles, considerando la vivencia de los tres hermanos y la experiencia migratoria. El poder de los diálogos compartidos permitió reflexionar sobre las migraciones transnacionales y la importancia de la escuela para el proceso de inclusión en la sociedad. Señalamos la relevancia de problematizar las infancias migrantes y el intercambio de conocimientos que pueden construirse en procesos de aprendizaje que consideren la heterogeneidad cultural.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Infâncias]]></kwd>
<kwd lng="pt"><![CDATA[Migrações Transnacionais]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Tecnologias]]></kwd>
<kwd lng="pt"><![CDATA[Pandemia.]]></kwd>
<kwd lng="en"><![CDATA[Childhoods]]></kwd>
<kwd lng="en"><![CDATA[Transnational Migrations]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Technologies]]></kwd>
<kwd lng="en"><![CDATA[Pandemic.]]></kwd>
<kwd lng="es"><![CDATA[Infancias]]></kwd>
<kwd lng="es"><![CDATA[Migraciones transnacionales]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[Tecnologías]]></kwd>
<kwd lng="es"><![CDATA[Pandemia.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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