<?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>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602020000100204</article-id>
<article-id pub-id-type="doi">10.24065/2237-9460.2020v10n0id1137</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[OS DESAFIOS DAS PRÁTICAS CURRICULARES EM CONTEXTOS DIVERSIFICADOS: o caso dos refugiados sírios nas escolas brasileiras]]></article-title>
<article-title xml:lang="en"><![CDATA[THE CHALLENGES OF CURRICULAR PRACTICES IN DIVERSE CONTEXTS: THE CASE OF SYRIAN REFUGEES IN BRAZILIAN SCHOOLS]]></article-title>
<article-title xml:lang="es"><![CDATA[LOS DESAFÍOS DE LAS PRÁCTICAS CURRICULARES EN DIVERSOS CONTEXTOS: EL CASO DE LOS REFUGIADOS DE SIRIA EN LAS ESCUELAS BRASILEÑAS]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Vinícius Alves da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardozo]]></surname>
<given-names><![CDATA[Poliana Fabíula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste do Paraná &#8211; UNICENTRO  ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Centro-Oeste do Paraná &#8211; UNICENTRO  ]]></institution>
<addr-line><![CDATA[ Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>10</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602020000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602020000100204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602020000100204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O artigo que aqui se apresenta trata da questão da falta de políticas públicas para receber as diferenças culturais e de idioma vinculadas à inclusão de refugiados sírios no contexto educacional. Tem como objetivo investigar e debater como são acolhidos na esfera educacional mediante as leis educacionais e as políticas públicas inerentes às dificuldades idiomáticas e diferenças culturais. A análise teórica se fundamenta na pesquisa bibliográfica que explanou as compreensões atreladas à inclusão e diversidade cultural. A análise documental pesquisou a Lei de Diretrizes e Bases da Educação, os Parâmetros Curriculares Nacionais e a Proposta Curricular de Santa Catarina. O eixo final de análise foi executado através de pesquisa de campo, com entrevistas em escolas da rede estadual de ensino na cidade de Florianópolis. Os resultados apontam que, embora as leis garantam o respeito à diversidade e prezam pela inclusão no ambiente escolar, não especificam a questão do aluno refugiado, não oferecendo nenhum tipo de apoio ao acolhimento deste, como aprendizagem da língua portuguesa ou acompanhamento psicológico, tendendo muito mais a excluir do que incluir e que há falhas na implementação de políticas públicas e até mesmo, a falta destas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The article here presented deals with the issue of the lack of public policies to receive cultural differences and language linked to Syrian refugee inclusion in the educational context. Aims to investigate and debate as they are welcomed in the educational sphere through the educational laws and public policies involved difficulties idiomatic and cultural differences. The theoretical analysis is based on literature search that explained the understandings linked inclusion and cultural diversity. The documentary analysis has researched the law of Guidelines and Bases of education, the National curricular parameters and the Curricular Proposal. The final axis of analysis was run through field research, with interviews in schools in the State schools in the city of Florianópolis. The results show that although the laws guaranteeing the respect for diversity and value for the inclusion in the school environment, do not specify the issue of student refugee, not offering any kind of support to this host, such as learning the language Portuguesa or psychological, tending more to exclude than include and that there are flaws in the implementation of public policies and even the lack of these.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El artículo que aquí se presenta aborda la cuestión de la falta de políticas públicas para recibir lengua y diferencias culturales ligadas a la inserción de refugiados sirios en el contexto educativo.Pretende investigar y debatir como son recibidos en el ámbito educativo a través de las leyes educativas y las políticas públicas implicadas las diferencias idiomáticas y culturales dificultades. El análisis teórico se basa en la búsqueda de literatura que explica los entendimientos vinculados al inclusión y la diversidad cultural. El análisis documental ha investigado sobre la ley de directrices y Bases de la educación, los parámetros curriculares nacionales y la propuesta Curricular. El último eje de análisis se ejecutó a través de la investigación de campo, com entrevistas em las escuelas del estado em la ciudad de Florianópolis. Los resultados muestran que aunque las leyes que garanticen el respeto a la diversidade y el valor de la incluión em el ambiente escolar, no se especifica el número de refugiados de estudiante, que no oferece ningún tipo de apoyo a este host, como aprendizaje de la lengua Portuguesa o más psicológica, tendientes a excluir que incluir y allí son deficiências em la implementación de políticas públicas y aún la falta de estos.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas Públicas]]></kwd>
<kwd lng="pt"><![CDATA[Diferenças Culturais]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão]]></kwd>
<kwd lng="en"><![CDATA[Public Policy]]></kwd>
<kwd lng="en"><![CDATA[Cultural Diferences]]></kwd>
<kwd lng="en"><![CDATA[Inclusion]]></kwd>
<kwd lng="es"><![CDATA[Políticas Públicas]]></kwd>
<kwd lng="es"><![CDATA[Diferencias Culturales]]></kwd>
<kwd lng="es"><![CDATA[Inclusión]]></kwd>
</kwd-group>
</article-meta>
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