<?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>S1981-416x2024000301135</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.24.082.ao07</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Acolhida e inclusão: língua familiar e língua de acolhimento a partir de uma narrativa escolar]]></article-title>
<article-title xml:lang="en"><![CDATA[Welcome and inclusion: family language and welcoming language from a school narrative]]></article-title>
<article-title xml:lang="es"><![CDATA[Welcome and inclusion: family language and welcoming language from a school narrative]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nobre]]></surname>
<given-names><![CDATA[Jeruza Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Cláudia Rodrigues de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ceccim]]></surname>
<given-names><![CDATA[Ricardo Burg]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2024</year>
</pub-date>
<volume>24</volume>
<numero>82</numero>
<fpage>1135</fpage>
<lpage>1151</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2024000301135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2024000301135&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2024000301135&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A presença das crianças em processos migratórios não é uma realidade nova, reconhecendo-se os fenômenos psicológicos da infância em vivência da diversidade migrante. Já os modos de acolhida na escola envolvem o debate sobre a língua de acolhimento e processos inclusivos. O acesso à escola e à aprendizagem dizem respeito ao desenvolvimento psíquico e cognitivo na infância. Nos estudos da linguagem e escola não ousamos mais falar de língua materna, mas língua familiar, já à escola - no Brasil - cabe não apenas oferecer o português como língua de acolhimento, mas proporcionar processos inclusivos à infância em diversidade migrante. A pesquisa reportada no presente artigo põe em evidência categorias compreensivas que exploram os modos como se opera na escola a língua de acolhimento e processos inclusivos de crianças migrantes. O artigo tematiza os conceitos de língua familiar (L1) e português como língua de acolhimento (PLAc). Compreendeu-se que a barreira que envolve a interação linguística pode se mostrar como um desafio importante a ser enfrentado pelas crianças migrantes ao chegarem à escola, em alguns casos sob a interseccionalidade de raça e classe. Usando da estratégia de cena escolar como pesquisa-ação foram apresentados 3 episódios que ensejaram ações acolhedoras e processos inclusivos. A língua portuguesa foi a língua de acolhimento e o crioulo haitiano a língua familiar. Foram reconhecidas: atitudes intuitivas da professora, interações afetivas entre escola e família, uso de eventos escolares como ponte ao acolhimento intercultural e a aprendizagem da língua de acolhimento como educação inclusiva.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The presence of children in migratory processes is not a new reality, recognizing the psychological phenomena of childhood experiencing migrant diversity. On the other hand, the welcoming ways at school involve the debate about the welcoming language and inclusive processes. Access to school and learning are related to psychic and cognitive development in childhood. In studies of language and school, we no longer speak of the mother tongue, but a family language, whereas the school - in Brazil - is responsible not only for offering Portuguese as a welcoming language, but also for providing inclusive processes for childhood in migrant diversity. The research reported in this article highlights comprehensive categories that explore the ways in which the welcoming language and inclusive processes of migrant children operate at school. The article discusses the concepts of family language and Portuguese as a welcoming language. It was understood that the barrier involving linguistic interaction can prove to be an important challenge to be faced by migrant children when they arrive at school, in some cases under the intersectionality of race and class. Using the school scene strategy as an action research, 3 episodes were presented that gave rise to welcoming actions and inclusive processes. Portuguese was the welcoming language and Haitian Creole the family language. The following were recognized: intuitive attitudes of the teacher, affective interactions between school and family, use of school events as a bridge to intercultural welcoming and teaching the welcoming language as inclusive education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presencia de niños en procesos migratorios no es realidad nueva, reconociéndose los fenómenos psicológicos de la infancia bajo la diversidad migrante. Por otro lado, las formas de acogida en la escuela implican el debate sobre la lengua de acogida y los procesos inclusivos. El acceso a la escuela y el aprendizaje están relacionados con el desarrollo psíquico y cognitivo. En los estudios de lengua y escuela, ya no hablamos lengua materna, sino lengua familiar, mientras que la escuela - en Brasil - es responsable no sólo de ofrecer el portugués como lengua de acogida, sino propiciar procesos inclusivos para la infancia en diversidad inmigrante. La investigación reportada en este artículo destaca categorías comprensivas que exploran las formas en que la lengua familiar y los procesos inclusivos de los niños migrantes operan en la escuela. El artículo discute los conceptos de lengua familiar y portugués como lengua de acogida. Fue entendido que la barrera que implica la interacción lingüística puede resultar un desafío importante a ser enfrentado por los niños migrantes al llegar a la escuela, en algunos casos bajo la interseccionalidad de raza y clase. Utilizando la estrategia de escena escolar como investigación-acción, se presentaron 3 episodios que dieron lugar a acciones de acogida y procesos inclusivos. El portugués fue la lengua de acogida y el criollo haitiano la lengua familiar. Se reconocieron: actitudes intuitivas del docente, interacciones afectivas entre escuela y familia, uso de los eventos escolares como puente para acogida intercultural y enseñanza de la lengua de acogida como educación inclusive.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Língua de acolhimento]]></kwd>
<kwd lng="pt"><![CDATA[Língua familiar]]></kwd>
<kwd lng="pt"><![CDATA[Migrantes]]></kwd>
<kwd lng="pt"><![CDATA[Educação infantil]]></kwd>
<kwd lng="pt"><![CDATA[Processos de inclusão.]]></kwd>
<kwd lng="en"><![CDATA[Welcoming language]]></kwd>
<kwd lng="en"><![CDATA[Family language]]></kwd>
<kwd lng="en"><![CDATA[Migrants]]></kwd>
<kwd lng="en"><![CDATA[Child education]]></kwd>
<kwd lng="en"><![CDATA[Inclusion processes.]]></kwd>
<kwd lng="es"><![CDATA[Lengua de acogida]]></kwd>
<kwd lng="es"><![CDATA[Lengua familiar]]></kwd>
<kwd lng="es"><![CDATA[Migrantes]]></kwd>
<kwd lng="es"><![CDATA[Educación infantil]]></kwd>
<kwd lng="es"><![CDATA[Procesos de inclusión.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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