<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052019000200003</article-id>
<article-id pub-id-type="doi">10.12957/teias.2019.42869</article-id>
<title-group>
<article-title xml:lang="fr"><![CDATA[SUR LES FRONTIERES A L&#8217;ECOLE]]></article-title>
<article-title xml:lang="pt"><![CDATA[SOBRE AS FRONTEIRAS NA ESCOLA]]></article-title>
<article-title xml:lang="en"><![CDATA[ABOUT SCHOOL IN FRONTIER SPACES]]></article-title>
<article-title xml:lang="es"><![CDATA[SOBRE LAS FRONTERAS EN LAS ESCUELAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Matos]]></surname>
<given-names><![CDATA[Sônia Regina da Luz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caraballo]]></surname>
<given-names><![CDATA[Gimena Natalia Pérez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Acioly-Régnier]]></surname>
<given-names><![CDATA[Nadja]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,PUCRS Pedagogia Matérias Pedagógicas ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte Pós-graduação Stricto Sensu ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universide Federal Rural de Pernambuco Programa de Pos-graduação em Ensino das Ciências ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>20</volume>
<numero>57</numero>
<fpage>3</fpage>
<lpage>11</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052019000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052019000200003&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052019000200003&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="fr"><p><![CDATA[RÉSUMÉ Cet article aborde une réflexion de recherche avec les participants du Programme Institutionnel de la Bolsa de Iniciação à Docência (Pibid/ Brésil) à propos des territoires culturels et des personnes qui habitent dans des espaces frontaliers. La situation didactique analysée est issue de deux séquences du film Écrire pour exister (2007) qui présente un scenario didactique dans un espace scolaire soumis à une constante tension interculturelle. L'analyse se base ainsi dans certaines actions didactiques d&#8217;une enseignante travaillant avec des jeunes élèves états-uniens appartenant à différentes cultures et qui se trouvent dans un contexte de vulnérabilité sociale. Pour comprendre la place et le rôle de cette tension, nous travaillons avec les concepts de contact culturel, de frontière, d&#8217;interculturalité et de multiculturalisme.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Esse artigo aborda uma reflexão de pesquisa com os participantes do Programa Institucional da Bolsa de Iniciação à Docência (Pibid/Brasil) sobre os territórios culturais e as pessonas que moram nos espaços fronteiriços. A situação didática analisada é resultado de duas sequencias do filme Escritores da liberdade (2007) que apresenta um cenário didático em um espaço escolar que encontra-se em uma constante tensão intercultural. A análise se baseia em algumas ações didáticas de uma professora que trabalha com jovens estudantes estadunidenses oriundos de diferentes culturas e que encontram-se em um contexto de vulnerabilidade social. Para compreender o lugar e o papel dessa tensão, nós trabalhamos com os conceitos de contato cultural, de fronteira, de interculturalidade e de multiculturalismo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article approaches a research reflection with the participants of the Institutional Program of the Initiation to Teaching Scholarship (Pibid / Brazil) on the cultural territories and the people that live in the frontier spaces. The didactic situation analyzed is the result of two sequences from the film Writers of Freedom (2007) that presents a didactic scenario in a school space that is in a constant intercultural tension. The analysis is based on some didactic actions of a teacher who works with young American students from different cultures and who find themselves in a context of social vulnerability. To understand the place and role of this tension, we work with the concepts of cultural contact, frontier, interculturality and multiculturalism.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo aborda una reflexión de investigación con los participantes del Programa Institucional de la Bolsa de Iniciação à Docência (Pibid/Brasil) sobre los territorios culturales y sobre las personas que viven en espacios fronterizos. La situación didáctica analizada es el resultado de dos secuencias de la película Escritores de la libertad (2007) que presenta un escenario didáctico en un espacio escolar que se encuentra en una constante tensión intercultural. El análisis se basa en algunas acciones didácticas de una profesora que trabaja con jóvenes estudiantes estadounidenses pertenecientes a diferentes culturas y que se encuentran en un contexto de vulnerabilidad social. Para comprender el lugar y el papel de esa tensión, trabajamos con los conceptos de contacto cultural, de frontera, de interculturalidad y de multiculturalismo.]]></p></abstract>
<kwd-group>
<kwd lng="fr"><![CDATA[Formation des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[Culture]]></kwd>
<kwd lng="fr"><![CDATA[Migrant]]></kwd>
<kwd lng="fr"><![CDATA[Frontière]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Cultura]]></kwd>
<kwd lng="pt"><![CDATA[Migrante]]></kwd>
<kwd lng="pt"><![CDATA[Fronteira]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Culture]]></kwd>
<kwd lng="en"><![CDATA[Migrant]]></kwd>
<kwd lng="en"><![CDATA[Border]]></kwd>
<kwd lng="es"><![CDATA[Formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[Cultura]]></kwd>
<kwd lng="es"><![CDATA[Migrante]]></kwd>
<kwd lng="es"><![CDATA[Frontera]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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