<?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>S1982-03052023000500046</article-id>
<article-id pub-id-type="doi">10.12957/teias.2023.64388</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[&#8216;SE FOSSE UM PASSARINHO, TAMBÉM IRIA VOAR&#8217;: a escola e a educação das crianças em situação de acolhimento institucional]]></article-title>
<article-title xml:lang="en"><![CDATA['IF IT WERE A LITTLE BIRD, IT WOULD FLY TOO': school and the education of children in institutional foster care]]></article-title>
<article-title xml:lang="es"><![CDATA['SI FUERA UN PAJARITO, TAMBIÉN VOLARÍA': la escuela y la educación de los niños en los centros de acogida]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moura]]></surname>
<given-names><![CDATA[Mariana de Almeida de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marta Regina Paulo da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Municipal de São Caetano do Sul E-mail  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>24</volume>
<numero>esp</numero>
<fpage>46</fpage>
<lpage>57</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052023000500046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052023000500046&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052023000500046&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Em defesa de uma escola pública pertencente ao povo, em uma perspectiva inclusiva, a pesquisa aqui relatada objetivou compreender como vem sendo construído o fazer pedagógico no cotidiano da escola com crianças sob tutela do Estado, segundo a percepção de seus professores e professoras. Trata-se de uma pesquisa exploratória, com abordagem qualitativa, baseada nos seguintes procedimentos metodológicos: análise dos relatórios e dos levantamentos acerca dos dados nacionais e municipais que caracterizam a institucionalização infantil e sua estruturação, bem como entrevistas semiestruturadas com seis docentes que atuam ou atuaram com crianças em situação de acolhimento institucional na região do Grande ABC Paulista, identificados(as) por meio da técnica bola de neve (snowball). O referencial teórico dialoga com a epistemologia freiriana, a sociologia da infância e com os estudos sobre interseccionalidade e interculturalidade. Os resultados revelam a escola como mantenedora de processos excludentes, balizados por um currículo escolar, muitas vezes, reducionista e engessado, dada a existência de preconceitos e preconcepções estereotipadas, bem como de uma visão da criança sob tutela pública como sujeito da falta, carente, violento e triste. Os(as) docentes evidenciam a carência de formações acerca do trato com essas crianças e o caráter homogeneizador de cunho eurocêntrico da própria escola no que tange ao acolhimento desses(as) meninos e meninas. Em contrapartida, relataram-se possibilidades e estruturaram-se vivências com vistas a uma pedagogia amorosa, emancipadora e humanizada, sendo a escola um ambiente de possibilidades libertadoras e de combate a toda tentativa de reducionismo e segregação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In defense of a public school that belongs to the people, in an inclusive perspective, the research reported here aimed to understand how the pedagogical work has been built in the daily life of the school with children under state guardianship, according to the perception of their teachers. This is an exploratory research, with qualitative approach, based on the following methodological procedures: analysis of reports and surveys about national and municipal data that characterize the institutionalization of children and its structure, as well as semi-structured interviews with six teachers who work or have worked with children in institutional care in the region of Grande ABC Paulista, identified by means of the snowball technique. The theoretical framework is in dialogue with the Freirian epistemology, the sociology of childhood, and the studies on intersectionality and interculturality. The results reveal the school as a maintainer of exclusionary processes, marked by a school curriculum, often reductionist and plastered, given the existence of prejudices and stereotyped preconceptions, as well as a view of the child under public guardianship as a subject of lack, needy, violent, and sad. The teachers highlight the lack of training on how to deal with these children and the homogenizing character of the school itself, Eurocentric in nature, with regards to the welcoming of these boys and girls. On the other hand, possibilities were reported and experiences were structured with a view to a loving, emancipating, and humanized pedagogy, the school being an environment of liberating possibilities and of fighting against every attempt at reductionism and segregation.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En defensa de una escuela pública perteneciente al pueblo, en una perspectiva inclusiva, la investigación que aquí se relata tuvo como objetivo comprender cómo se ha construido el trabajo pedagógico en la vida cotidiana de la escuela con los niños bajo tutela del Estado, según la percepción de sus profesores. Se trata de una investigación exploratoria, con enfoque cualitativo, basada en los siguientes procedimientos metodológicos: análisis de informes y encuestas de datos nacionales y municipales que caracterizan la institucionalización de niños y su estructura, así como entrevistas semiestructuradas con seis profesores que trabajan o han trabajado con niños en atención institucional en la región del Gran ABC Paulista, identificados mediante la técnica bola de nieve. El marco teórico dialoga con la epistemología freiriana, la sociología de la infancia y los estudios sobre interseccionalidad e interculturalidad. Los resultados revelan a la escuela como mantenedora de procesos excluyentes, marcados por un currículo escolar, muchas veces reduccionista y escayolado, dada la existencia de prejuicios y preconceptos estereotipados, así como una visión del niño bajo tutela pública como sujeto de carencias, necesitado, violento y triste. Los profesores destacan la falta de formación sobre cómo tratar a estos niños y el carácter homogeneizador de la propia escuela, de carácter eurocéntrico, respecto a la acogida de estos niños y niñas. Por otro lado, se relataron las posibilidades y se estructuraron las experiencias con vistas a una pedagogía amorosa, emancipadora y humanizada, siendo la escuela un ámbito de posibilidades liberadoras y de combate a todo intento de reduccionismo y segregación.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[acolhimento institucional]]></kwd>
<kwd lng="pt"><![CDATA[preconceito]]></kwd>
<kwd lng="pt"><![CDATA[interseccionalidade]]></kwd>
<kwd lng="pt"><![CDATA[pedagogia crítica]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica dialógica.]]></kwd>
<kwd lng="en"><![CDATA[institutional foster care]]></kwd>
<kwd lng="en"><![CDATA[prejudice]]></kwd>
<kwd lng="en"><![CDATA[intersectionality]]></kwd>
<kwd lng="en"><![CDATA[critical pedagogy]]></kwd>
<kwd lng="en"><![CDATA[dialogic pedagogical practice.]]></kwd>
<kwd lng="es"><![CDATA[atención institucional]]></kwd>
<kwd lng="es"><![CDATA[prejuicio]]></kwd>
<kwd lng="es"><![CDATA[interseccionalidad]]></kwd>
<kwd lng="es"><![CDATA[pedagogía crítica]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica dialógica.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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