<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012023000100230</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v45i1.65811</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Integrando perspectivas pós-coloniais no Modelo de Riqueza Cultural Comunitária: um quadro qualitativo para a pesquisa educacional em migração Sul-Sul]]></article-title>
<article-title xml:lang="en"><![CDATA[Integrating postcolonial perspectives in the Community Cultural Wealth Model: a qualitative framework for educational research in South-South migration]]></article-title>
<article-title xml:lang="es"><![CDATA[Integrando perspectivas poscoloniales en el Modelo de Riqueza Cultural Comunitaria: un marco cualitativo para la investigación educativa en contextos de migración Sur-Sur]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez-Troncoso]]></surname>
<given-names><![CDATA[Manuel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Johnson-Mardones]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,University of Illinois at Urbana-Champaign College of Education ]]></institution>
<addr-line><![CDATA[Champaign, Urbana Illinois]]></addr-line>
<country>USA</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Chile Social Sciences Faculty Departament of Education]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</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>45</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012023000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012023000100230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012023000100230&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[RESUMO. Hoje em dia, é comumente reconhecido que os pesquisadores educacionais são desafiados a abordar os caminhos cumulativamente entrelaçados em que as teorias críticas devem se tornar complementares e responsivas ao desenvolvimento de projetos de pesquisa complexos (por exemplo, Teoria Racial Crítica). As teorias pós-coloniais, nesse sentido, há muito enriquecem uma criticidade comprometida com a desconstrução dos modos ocidentais de conhecer, deslocando as noções dominantes de ciência, modernidade e identidade; ainda assim, parece necessário iniciar uma discussão sobre como seria possível realizar pesquisas com uma perspectiva pós-colonial sobre os atuais cenários de formação identitária fortemente marcados por novos caminhos de mobilidade social no Sul Global. Este artigo se concentra em duas contribuições ao pensamento pós-colonial: 1) multiplicidade, 2) e análise de estudos concretos. Nele, os autores procuram compartilhar sua experiência projetando um quadro qualitativo complementar sustentado por esses termos que servem para traduzir e contextualizar o modelo de riqueza cultural comunitária (Yosso, 2005) aplicado ao desenvolvimento de pesquisas em educação global sobre estudantes imigrantes e suas emergentes caminhos em caminhos relativamente novos de mobilidade social na América do Sul. Ao extrair lições aprendidas com a pesquisa em andamento construída sobre os testemunhos de estudantes latino-americanos e suas mães na região norte do Chile, os autores compartilham estratégias analíticas que empregam perspectivas pós-coloniais para complementar a análise de conteúdo e narrativa normalmente empregada em métodos educacionais etnográficos. Por fim, este artigo contribui para a discussão em curso sobre fraturas, expansões e aberturas nas investigações educacionais pós-críticas quanto aos aspectos metodológicos; o pensamento pós-colonial contribui para a reinvenção de novas formas de pensar a diversidade cultural na educação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Nowadays, it is commonly recognized that educational researchers are challenged to address the cumulatively interwoven pathways where critical theories must become complementary and responsive to developing complex research design (e.g., Critical Race Theory). Postcolonial theories, in this sense, have longed enriched a criticality committed to the deconstruction of Western ways of knowing by interrogating and dislocating mainstream notions of science, modernity, and identity. Still, it seems necessary to engage in a discussion about how it would be possible to carry out research with a post-colonial perspective on current identity formation scenarios strongly marked by new pathways of social mobility in the Global South. This paper focuses on two contributions to postcolonial thought: 1) multiplicity, 2) and concrete study analysis. In it, the authors seek to share their experience designing a complementary qualitative framework underpinned by these terms that serve to translate and contextualize the model of Community Cultural Wealth (Yosso, 2005) as applied to developing global education research about immigrant students and their emerging educational pathways in relatively new pathways of social mobility in South America. By drawing on lessons learned from the ongoing research built on the testimonios of Latin American students and their mothers in the northern region of Chile, the authors share analytical strategies that deploy post-colonial perspectives to complement the content and narrative analysis normally deployed in ethnographic educational methods. Finally, this paper contributes to the ongoing discussion about fractures, expansions, and openings within post-critical educational investigations regarding methodological aspects; postcolonial thought contributes to the reinvention of new ways of thinking about cultural diversity in education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN.  Actualmente es común que investigadores educativos enfrenten el desafío de abordar estudios en áreas de interés complejo donde las teorías críticas deben volverse complementarias y receptivas para desarrollar un diseño de investigación (por ejemplo, la teoría crítica de la raza). Las teorías poscoloniales, en este sentido, han enriquecido durante mucho tiempo una crítica comprometida con la deconstrucción de las formas occidentales de conocer al dislocar nociones dominantes de ciencia, modernidad e identidad; no obstante, parece necesario entablar una discusión sobre cómo sería posible realizar investigaciones con una perspectiva poscolonial sobre escenarios actuales de formación de identidades fuertemente marcados por nuevos caminos de movilidad social en el Sur Global. Este artículo se centra en dos aportes al pensamiento poscolonial: 1) la multiplicidad, 2) el análisis del estudio concreto. En él, los autores buscan compartir su experiencia diseñando un marco cualitativo complementario sustentado en estos términos que sirvan para traducir y contextualizar el modelo de Riqueza Cultural Comunitaria (Yosso, 2005) aplicado al desarrollo de investigaciones sobre estudiantes inmigrantes y sus emergentes trayectorias educativas es pos de nuevas vías de movilidad social en América del Sur. Al extraer lecciones aprendidas de una investigación en curso sobre testimonios de estudiantes latinoamericanos y sus madres en la región norte de Chile, los autores comparten estrategias analíticas que despliegan perspectivas poscoloniales para complementar el análisis narrativo y de contenido normalmente desplegado en los métodos educativos etnográficos. Finalmente, este artículo contribuye a la discusión en curso sobre fracturas, expansiones y aperturas dentro de las investigaciones educativas postcríticas en aspectos metodológicos; El pensamiento poscolonial contribuye a la reinvención de nuevas formas de pensar la diversidad cultural en la educación.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[community cultural wealth]]></kwd>
<kwd lng="en"><![CDATA[south-south migration]]></kwd>
<kwd lng="en"><![CDATA[multiplicity, concrete studies]]></kwd>
<kwd lng="pt"><![CDATA[riqueza cultural comunitária]]></kwd>
<kwd lng="pt"><![CDATA[migração sul-sul]]></kwd>
<kwd lng="pt"><![CDATA[multiplicidade]]></kwd>
<kwd lng="pt"><![CDATA[estudos concretos]]></kwd>
<kwd lng="es"><![CDATA[riqueza cultural comunitaria]]></kwd>
<kwd lng="es"><![CDATA[migración sur-sur]]></kwd>
<kwd lng="es"><![CDATA[multiplicidad]]></kwd>
<kwd lng="es"><![CDATA[estudios concretos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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