<?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>S1982-03052022000200257</article-id>
<article-id pub-id-type="doi">10.12957/teias.2022.66100</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[JOVENS EM CONTEXTO DE REFÚGIO: narrativas que revelam modos de vida e o lugar da escola]]></article-title>
<article-title xml:lang="en"><![CDATA[YOUNG PEOPLE IN A REFUGE CONTEXT: narratives that reveal ways of life and the place of the school]]></article-title>
<article-title xml:lang="es"><![CDATA[JÓVENES EN CONTEXTO DE REFUGIO: narrativas que revelan modos de vida y el lugar de la escuela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carrano]]></surname>
<given-names><![CDATA[Paulo Cesar Rodrigues]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Viviane Penso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal Fluminense  ]]></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>257</fpage>
<lpage>272</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1982-03052022000200257&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1982-03052022000200257&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1982-03052022000200257&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O artigo aborda relações de jovens em contexto de refúgio com suas escolas e outros lugares da cidade. Migrantes, refugiados, solicitantes de refúgio e filhos de africanos, esses são estudantes e moradores do bairro de Gramacho, em Duque de Caxias, Rio de Janeiro. Os jovens e as jovens participantes da pesquisa compartilham representações sobre cotidianos, hábitos, costumes, entretenimentos e a socialização familiar. As experiências reveladas ocorrem no espaço-tempo antropológico que denominamos contexto de refúgio. As narrativas desses jovens revelam sonhos, expectativas, frustrações e alegrias atravessados pelos vínculos estabelecidos com a instituição escolar. A metodologia da pesquisa propôs que os jovens elaborassem suas narrativas através da produção de fotografias. Para isso, uma máquina fotográfica foi cedida para que estes produzissem imagens de seus cotidianos. Após recebidas e categorizadas, as fotografias proporcionaram momentos dialógicos que fortaleceram vínculos entre os jovens e a pesquisa. Narrar o fotografado estimulou a reflexividade dos jovens sobre aquilo que decidiram selecionar para contar suas próprias histórias. Os encontros, as fotografias e as narrativas revelaram representações elaboradas a partir da ideia de oportunidade de integração que a escola enuncia para os jovens. Observamos, ainda, que para os jovens africanos e seus familiares a possibilidade de completar o ciclo de formação educacional é um fator relevante no ato de migrar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article addresses the relationships of young people in a refugee context with their schools and other places in the city. Migrants, refugees, asylum seekers and children of Africans, these are students and residents of the Gramacho neighborhood, in Duque de Caxias, Rio de Janeiro. Young people participating in the research share representations about daily life, habits, customs, entertainment and family socialization. The revealed experiences occur in the anthropological space-time that we call &#8220;refuge context&#8221;. The narratives of these young people reveal dreams, expectations, frustrations and joys crossed by the bonds established with the school institution. The research methodology proposed that young people elaborate their narratives through the production of photographs. For this, a camera was provided for them to produce images of their daily lives. After being received and categorized, the photographs provided dialogic moments that strengthened bonds between the young people and the research. Narrating what was photographed stimulated the young people's reflection on what they decided to select to tell their own stories. The meetings, photographs and narratives revealed representations created from the idea of an opportunity for integration that the school enunciates for young people. We also observed that for young Africans and their families, the possibility of completing the educational training cycle is a relevant factor in the act of migrating.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo aborda las relaciones de los jóvenes en contexto de refugio con sus escuelas y otros lugares de la ciudad. Migrantes, refugiados, solicitantes de asilo e hijos de africanos, son estudiantes y vecinos del barrio Gramacho, en Duque de Caxias, Rio de Janeiro. Los jóvenes participantes de la investigación comparten representaciones sobre la vida cotidiana, hábitos, costumbres, entretenimiento y socialización familiar. Las experiencias reveladas ocurren en el espacio-tiempo antropológico que llamamos &#8220;el contexto del refugio&#8221;. Las narrativas de estos jóvenes revelan sueños, expectativas, frustraciones y alegrías atravesadas por los vínculos establecidos con la institución escolar. La metodología de investigación propuso que los jóvenes elaboren sus narrativas a través de la producción de fotografías. Para ello, se les proporcionó una cámara para producir imágenes de su vida cotidiana. Después de ser recibidas y categorizadas, las fotografías proporcionaron momentos dialógicos que estrecharon vínculos entre los jóvenes y la investigación. Narrar lo fotografiado estimuló la reflexión de los jóvenes sobre lo que decidieron seleccionar para contar sus propias historias. Los encuentros, fotografías y relatos revelaron representaciones creadas a partir de la idea de oportunidad de integración que la escuela enuncia para los jóvenes. También observamos que para los jóvenes africanos y sus familias, la posibilidad de completar el ciclo formativo educativo es un factor relevante en el acto de migrar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[jovens]]></kwd>
<kwd lng="pt"><![CDATA[refúgio]]></kwd>
<kwd lng="pt"><![CDATA[migração]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
<kwd lng="pt"><![CDATA[fotografia.]]></kwd>
<kwd lng="en"><![CDATA[youth]]></kwd>
<kwd lng="en"><![CDATA[refuge]]></kwd>
<kwd lng="en"><![CDATA[migration]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[photography.]]></kwd>
<kwd lng="es"><![CDATA[juventud]]></kwd>
<kwd lng="es"><![CDATA[refugio]]></kwd>
<kwd lng="es"><![CDATA[migración]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="es"><![CDATA[fotografía.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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