<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2010000100009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Interculturalidade e educação na América Latina: uma construção plural, original e complexa]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Candau]]></surname>
<given-names><![CDATA[Vera Maria Ferrão]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Russo]]></surname>
<given-names><![CDATA[Kelly]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>10</volume>
<numero>29</numero>
<fpage>151</fpage>
<lpage>169</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2010000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2010000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2010000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho se situa no contexto da pesquisa “Multiculturalismo, Direitos Humanos e Educação”, desenvolvida no período de 2006 a 2009, com o apoio do CNPq. Analisa a construção da perspectiva da educação intercultural no continente latino-americano, destacando as principais contribuições que têm enriquecido esta abordagem, tanto do ponto de vista teórico quanto de suas implicações nos processos educacionais e sociopolíticos dos diferentes países. Parte das contribuições da educação escolar indígena, considerada a origem desta preocupação em nosso continente, apresenta contribuições dos movimentos negro, tendo presente sua diversidade de configurações no continente, e destaca as experiências de educação popular desenvolvidas no continente e, neste contexto, a figura de Paulo Freire como especialmente relevante para o aprofundamento da perspectiva da educação intercultural. Assinala também a incorporação da educação intercultural nas reformas curriculares dos anos 90 e a tendência a transformá-la em elemento funcional aos sistemas sociopolíticos vigentes. Aborda a perspectiva crítica da interculturalidade, que a considera como um dinamismo orientado a uma transformação estrutural das sociedades latino-americanas. Nesta ótica, dá especial ênfase às reflexões do grupo “modernidade-colonialidade”, constituído por um conjunto de especialistas que centram sua análise nas relações de poder presentes no continente em todo seu processo de formação histórica. Este estudo procura evidenciar o aspecto plural, complexo e original da construção da perspectiva da educação intercultural na América Latina.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This article is part of the research entitled “Multiculturalism, Human Rights and Education”, developed between 2006 and 2009, with the support of CNPq. It intends to analyze the construction of an intercultural education perspective in Latin America, accentuating the importance of the main contributions which have enriched and improved this approach, both from the theoretic point of view and the implications in the educational and sociopolitical processes in different countries. The starting point is the indigenous school education contribution, considered by the unanimity of the experts as the place where the intercultural preoccupations started. It describes and characterizes the main phases of the indigenous school education development. It also shows the Negro Movements contributions, taking into account the variety of their reality in the continent. The richness of the popular education experiences developed in the continent is also emphasized and, in this context, the contribution of Paulo Freire as an especially important thinker for the improvement of the intercultural education perspective. It also marks the intercultural education incorporation in the curriculum reforms of the 1990s and the tendencies in turning it into a functional element for the current sociopolitical systems. It discusses the interculturallity critical perspective, which considers it as a dynamism directed to a structural transformation of the Latin American societies. From this view, it gives special attention to the reflections of the group “modernity-coloniality”, composed by some specialists of various countries that focus their analyses at power relations which are part of the continent historical conformation process. Through all the text, we try to show the plural, complex and original aspect of the construction of an intercultural education perspective in Latin America.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Intercultural]]></kwd>
<kwd lng="pt"><![CDATA[América Latina]]></kwd>
<kwd lng="pt"><![CDATA[Interculturalidade Crítica]]></kwd>
<kwd lng="pt"><![CDATA[Modernidade-Colonialidade]]></kwd>
<kwd lng="en"><![CDATA[Intercultural Education]]></kwd>
<kwd lng="en"><![CDATA[Latin America]]></kwd>
<kwd lng="en"><![CDATA[Interculturallity Critical Perspective]]></kwd>
<kwd lng="en"><![CDATA[Modernity-Coloniality]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Interculturalidade e educa&ccedil;&atilde;o  na Am&eacute;rica Latina: uma constru&ccedil;&atilde;o plural, original e complexa.</h2> <h3>Interculturallity and education in Latin America:  a plural, original and complex construction.</h3>     <p>&nbsp;</p> <h4>Vera Maria Ferr&atilde;o Candau,  Kelly Russo    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GOHN]]></surname>
<given-names><![CDATA[M. G.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Educação popular na América Latina no novo milênio: impactos do novo paradigma.]]></article-title>
<source><![CDATA[ETD- Educação Temática Digital]]></source>
<year>2002</year>
<volume>4</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>53-77</page-range><publisher-loc><![CDATA[Campinas ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[LÓPEZ]]></surname>
<given-names><![CDATA[L. E.]]></given-names>
</name>
<name>
<surname><![CDATA[KÜPER]]></surname>
<given-names><![CDATA[Wo]]></given-names>
</name>
</person-group>
<article-title xml:lang="es"><![CDATA[La educación intercultural bilingüe en América Latina: balance y perspectivas.]]></article-title>
<source><![CDATA[Revista Iberoamericana de Educación - OEI]]></source>
<year>1999</year>
<numero>20</numero>
<issue>20</issue>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
