<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442023000100321</article-id>
<article-id pub-id-type="doi">10.5902/1984644470054</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Infancia y educación en Marruecos]]></article-title>
<article-title xml:lang="pt"><![CDATA[Infância e educação em Marrocos]]></article-title>
<article-title xml:lang="en"><![CDATA[Childhood and education in Morocco]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bedmar-Llorent]]></surname>
<given-names><![CDATA[Vicente]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zaragoza]]></surname>
<given-names><![CDATA[Lucía Torres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Sevilha  ]]></institution>
<addr-line><![CDATA[ Sevilha]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Sevilha  ]]></institution>
<addr-line><![CDATA[ Sevilha]]></addr-line>
<country>Spain</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>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442023000100321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100321&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN A raíz de la convención de los derechos del niño (1989) se establecen a nivel prácticamente mundial los derechos y obligaciones necesarios para garantizar una infancia segura. No obstante, la explotación infantil persiste como una realidad indiscutible en los países en vías de desarrollo, situación ínfimamente ligada a la pobreza. En Marruecos, se han desarrollado una serie de políticas que ponen de manifiesto los esfuerzos del gobierno por cambiar dicha realidad. No obstante, en 2020 sigue existiendo un porcentaje significativo de niños que trabajan, de los cuales un 80,9% abandona los estudios y un 4% no han sido nunca escolarizados (Haut Commissariat au Plan du Maroc, 2021). Consecuentemente, en este artículo se pretende analizar las políticas educativas orientadas a la protección de la infancia y la educación adoptadas en Marruecos en los últimos años que, además, tratan de compaginar tradición y modernidad.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Como resultado da Convenção sobre os Direitos da Criança (1989), os direitos e obrigações necessários para garantir uma infância segura são estabelecidos em nível praticamente global. No entanto, a exploração infantil persiste como uma realidade indiscutível nos países em desenvolvimento, situação intimamente ligada à pobreza. No Marrocos, foi desenvolvida uma série de políticas que demonstram os esforços do governo para mudar essa realidade. No entanto, em 2020 ainda existe uma percentagem significativa de crianças trabalhadoras, das quais 80,9% abandonam a escola e 4% nunca frequentaram a escola (Haut Commissariat au Plan du Maroc, 2021). Consequentemente, este artigo tem como objetivo analisar as políticas educacionais voltadas à proteção das crianças e à educação adotadas no Marrocos nos últimos anos, que também tentam combinar tradição e modernidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT As a result of the Convention on the Rights of the Child (1989), the rights and obligations necessary to ensure a safe childhood are established at a virtually global level. However, child exploitation persists as an indisputable reality in developing countries, a situation closely linked to poverty. In Morocco, a series of policies have been developed that demonstrate the government's efforts to change this reality. However, in 2020 there is still a significant percentage of working children, of which 80.9% drop out of school and 4% have never attended school (Haut Commissariat au Plan du Maroc, 2021). Consequently, this article aims to analyze the educational policies aimed at the protection of children and education adopted in Morocco in recent years, which also try to combine tradition and modernity.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Infancia en Marruecos]]></kwd>
<kwd lng="es"><![CDATA[Derechos del niño]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Infância em Marrocos]]></kwd>
<kwd lng="pt"><![CDATA[Direitos das Crianças]]></kwd>
<kwd lng="en"><![CDATA[Early childhood education]]></kwd>
<kwd lng="en"><![CDATA[Childhood in Morocco]]></kwd>
<kwd lng="en"><![CDATA[children's rights]]></kwd>
</kwd-group>
</article-meta>
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