<?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>S1981-416x2021000402038</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.21.071.ao09</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Vamos falar sobre ciganos? Projetos educacionais, representações e a desconstrução do estigma no ambiente escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Let's talk about gypsies? Educational projects, representations and the deconstruction of stigma in the school environment]]></article-title>
<article-title xml:lang="es"><![CDATA[¿Hablamos de gitanos? Proyectos educativos, representaciones y la deconstrucción del estigma en el ámbito escolar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leistner]]></surname>
<given-names><![CDATA[Rodrigo Marques]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fanti]]></surname>
<given-names><![CDATA[Mabielle Pedra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande  ]]></institution>
<addr-line><![CDATA[Rio Grande RS]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Pelotas  ]]></institution>
<addr-line><![CDATA[Pelotas RS]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2021</year>
</pub-date>
<volume>21</volume>
<numero>71</numero>
<fpage>2038</fpage>
<lpage>2066</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2021000402038&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2021000402038&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2021000402038&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo aborda as complexidades que envolvem a inserção de temáticas como &#8220;povos ciganos&#8221; e &#8220;cultura cigana&#8221; no campo educacional. Tomando como ponto de partida o histórico de ações e caracterizações preconceituosas acerca desses povos na sociedade envolvente, o texto problematiza as formas através das quais essas realidades tensas podem ser &#8220;negociadas&#8221; no âmbito da escola, a partir de duas perspectivas: (i) avaliar o modo como as representações pejorativas acerca dos ciganos e suas culturas se atualizam no ambiente escolar; (ii) verificar as possibilidades de desconstrução daquelas representações a partir da realização de projetos educacionais específicos. Para tanto, em conjunto com revisão da literatura especializada e observação de dados secundários, analisou-se um conjunto de atividades pedagógicas dedicadas às questões étnico-raciais e à temática cigana empreendidas em uma Escola Municipal de Ensino Fundamental da rede pública da cidade de Rio Grande, região sul do Rio Grande do Sul. Se por um lado evidencia-se a persistência de representações negativas acerca dos sujeitos e cultura cigana em certas comunidades escolares, avalia-se que determinados projetos educacionais potencializam o papel integrador da escola a partir de processos de reconhecimento dos diferentes saberes e da diversidade cultural e étnica da sociedade brasileira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The paper addresses the complexities that involve the insertion of themes such as &#8220;gipsy peoples&#8221; and &#8220;gipsy culture&#8221; in the educational field. Taking as a starting point the history of prejudiced actions and characterizations about these peoples in the wider society, the text problematizes the ways in which these tense realities can be &#8220;negotiated&#8221; within the school, from two perspectives: (i) evaluate how the pejorative representations about gypsies and their cultures are updated in the school environment; (ii) verify the possibilities of deconstructing those representations from the realization of specific educational projects. To this end, together with a review of the specialized literature and observation of secondary data, a set of pedagogical activities devoted to ethnic-racial issues and the gypsy theme was undertaken in a Municipal Elementary School in the public network of the city of Rio Grande, south region of Rio Grande do Sul. If, on the one hand, the persistence of negative representations about the subjects and gypsy culture in certain school communities is evident, it is assessed that certain educational projects enhance the integrating role of the school through processes of recognition different knowledge and the cultural and ethnic diversity of Brazilian society.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo aborda las complejidades que implican la inserción de temas como &#8220;pueblos gitanos&#8221; y &#8220;cultura gitana&#8221; en el ámbito educativo. Tomando como punto de partida la historia de acciones y caracterizaciones prejuiciadas sobre estos pueblos en la sociedad circundante, el texto cuestiona las formas en las que estas tensas realidades pueden ser &#8220;negociadas&#8221; dentro de la escuela, desde dos perspectivas: (i) evaluar cómo se actualizan en el entorno escolar las representaciones peyorativas sobre los romaníes y sus culturas; (ii) verificar las posibilidades de deconstruir esas representaciones a partir de la realización de proyectos educativos específicos. Para ello, junto con una revisión de la literatura especializada y la observación de datos secundarios, se analizado un conjunto de actividades pedagógicas dedicadas a la temática étnico-racial y la temática gitana desarrolladas en una Escuela Primaria Municipal de la red pública de la ciudad de Rio Grande, región sur de Rio Grande do Sul. Si, por un lado, se evidencia la persistencia de representaciones negativas sobre los sujetos y la cultura gitana en ciertas comunidades escolares, se estima que ciertos proyectos educativos potencian el rol integrador de la escuela a través de procesos de reconocimiento de los diferentes saberes y diversidad cultural y étnica de la sociedad brasileña.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ciganos]]></kwd>
<kwd lng="pt"><![CDATA[Representações sociais]]></kwd>
<kwd lng="pt"><![CDATA[Estigma]]></kwd>
<kwd lng="pt"><![CDATA[Relações étnico-raciais]]></kwd>
<kwd lng="pt"><![CDATA[Projetos educacionais]]></kwd>
<kwd lng="en"><![CDATA[Gypsies]]></kwd>
<kwd lng="en"><![CDATA[Social representations]]></kwd>
<kwd lng="en"><![CDATA[Stigma]]></kwd>
<kwd lng="en"><![CDATA[Ethnic-racial relations]]></kwd>
<kwd lng="en"><![CDATA[Educational projects]]></kwd>
<kwd lng="es"><![CDATA[Gitanos]]></kwd>
<kwd lng="es"><![CDATA[Representaciones sociales]]></kwd>
<kwd lng="es"><![CDATA[Estigma]]></kwd>
<kwd lng="es"><![CDATA[Relaciones étnico-raciales]]></kwd>
<kwd lng="es"><![CDATA[Proyectos educativos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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