<?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>1982-0305</journal-id>
<journal-title><![CDATA[Revista Teias]]></journal-title>
<abbrev-journal-title><![CDATA[Revista Teias]]></abbrev-journal-title>
<issn>1982-0305</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - ProPEd/UERJ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1982-03052022000200230</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.66018</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[INTERCULTURALIDADE E PLAC: reflexões acerca de educação e cidadania de imigrantes e refugiados]]></article-title>
<article-title xml:lang="en"><![CDATA[INTERCULTURALITY AND PLAC: reflexions over education and citizenship of immigrants and refugees]]></article-title>
<article-title xml:lang="es"><![CDATA[INTERCULTURALIDAD Y PLAc: reflexiones sobre educación y ciudadanía de migrantes y refugiados]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Miranda]]></surname>
<given-names><![CDATA[Helen Parnes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Sônia Regina de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal Catarinense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal Catarinense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2022</year>
</pub-date>
<volume>23</volume>
<numero>69</numero>
<fpage>230</fpage>
<lpage>242</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000200230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000200230&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000200230&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A inversão do cenário brasileiro de maior emigração para o de maior recepção de imigrantes devido ao crescimento econômico desde 1980 descortinou a ausência de uma tradição de acolhimento das diferenças (PATARRA, 2012). Embora atualmente a legislação brasileira reconheça direitos fundamentais de imigrantes e refugiados, o país ainda carece de políticas públicas no sentido da efetivação da cidadania plena. Tendo em vista o direito à educação democrática como elemento fundamental à cidadania e à constituição do Estado Democrático de Direito (FERNANDES, 1989), este estudo busca, por meio da revisão de literatura, refletir sobre a possibilidade de uma educação intercultural pela proposta do Português como Língua de Acolhimento (PLAc). Para tanto, buscamos revisitar conceitos necessários à compreensão da interculturalidade e refletir acerca dos processos hegemônicos oriundos da condição colonial e da expansão educacional como projeto nacionalista. Aponta-se que a ausência de políticas públicas voltadas à formação de professores de PLAc e à inclusão de imigrantes e refugiados se acomoda em uma perspectiva assistencialista, responsabilizando os sujeitos do processo educativo, precarizando a qualidade educacional e a profissão docente. Conclui-se que a percepção crítica de PLAc com vistas ao exercício da cidadania alinha-se à interculturalidade por promover o papel ativo dos sujeitos imigrantes e refugiados e considerar suas filiações culturais, sociais e linguísticas, constituindo-se como alternativa emancipatória às concepções hegemônicas da educação tradicional.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The inversion of the Brazilian scenario of greater emigration to that of greater reception of immigrants due to economic growth since 1980 revealed the absence of a tradition of welcoming differences (PATARRA, 2012). Although currently Brazilian legislation recognizes fundamental rights of immigrants and refugees, the country still lacks public policies towards the realization of full citizenship. Considering the right to democratic education as a fundamental element to citizenship and the constitution of the Democratic State of Law (FERNANDES, 1989), this study seeks, through a literature review, to reflect on the possibility of an intercultural education through the proposal of Portuguese as the Host Language (PLAc). Therefore, we seek to revisit concepts necessary to understand interculturality and reflect on the hegemonic processes arising from the colonial condition and educational expansion as a nationalist project. It is pointed out that the absence of public policies aimed at training PLAc teachers and the inclusion of immigrants and refugees is accommodated in an assistentialist perspective, blaming the subjects of the educational process, making educational quality and the teaching profession precarious. It is concluded that the critical perception of PLAc towards the exercise of citizenship is aligned with interculturality by promoting the active role of immigrants and refugees and considering their cultural, social and linguistic affiliations, constituting an emancipatory alternative to hegemonic conceptions of the traditional Education.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La inversión del censo brasileño de mayor emigración a la mayor recepción de inmigrantes debido a la crisis económica de la década de 1980 reveló la ausencia de una tradición de acogida de las diferencias (PATARRA, 2012). Aunque la legislación brasileña actualmente reconoce los derechos fundamentales de los inmigrantes y refugiados, el país aún carece de políticas públicas para la realización de una ciudadanía plena. Mirando el derecho a la educación democrática como elemento fundamental en la ciudadanía y en la constitución del Estado Democrático de Justicia (FERNANDES, 1989), este estudio busca, a través de la revisión de la literatura, reflexionar sobre la posibilidad de educación intercultural en el Lengua de Acolhimento (PLAc). Para ello, buscamos revisitar conceptos necesarios para comprender la interculturalidad y reflexionar sobre los procesos hegemónicos derivados de la condición colonial y la expansión educativa como proyecto nacionalista. Se señala que la ausencia de políticas públicas dirigidas a la formación de docentes del PLAc y la inclusión de inmigrantes y refugiados se acomoda en una perspectiva asistencialista, culpabilizando a los sujetos, precarizando la calidad educativa y la profesión docente. Se concluye que la percepción crítica del PLAc con vistas al ejercicio de la ciudadanía se alinea con la interculturalidad al promover el papel activo de los sujetos inmigrantes y refugiados y considerar sus filiaciones culturales, sociales y lingüísticas, constituyendo una alternativa emancipadora a concepciones hegemónicas de la educación tradicional.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[interculturalidade]]></kwd>
<kwd lng="pt"><![CDATA[PLAc]]></kwd>
<kwd lng="pt"><![CDATA[inclusão de migrantes e refugiados]]></kwd>
<kwd lng="pt"><![CDATA[direito à]]></kwd>
<kwd lng="pt"><![CDATA[educação de migrantes e refugiados.]]></kwd>
<kwd lng="en"><![CDATA[interculturality]]></kwd>
<kwd lng="en"><![CDATA[PLAc]]></kwd>
<kwd lng="en"><![CDATA[inclusion of migrants and refugees]]></kwd>
<kwd lng="en"><![CDATA[right to education of migrants and refugees.]]></kwd>
<kwd lng="es"><![CDATA[interculturalidad]]></kwd>
<kwd lng="es"><![CDATA[PLAc]]></kwd>
<kwd lng="es"><![CDATA[inclusión de migrantes y refugiados]]></kwd>
<kwd lng="es"><![CDATA[derecho a la educación de migrantes y refugiados.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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