<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442021000100295</article-id>
<article-id pub-id-type="doi">10.5902/1984644443774</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um diálogo entre Bilinguismo, Legislação e Educação Inclusiva no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[A Dialogue among Bilingualism, Legislation and Inclusive Education in Brazil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Janaína Moreira Pacheco De]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Senna]]></surname>
<given-names><![CDATA[Luiz Antonio Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Estado do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro Rio de Janeiro]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2021</year>
</pub-date>
<volume>46</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442021000100295&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442021000100295&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442021000100295&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente estudo se ancora em reflexões pertencentes à tese de doutorado &#8220;Ser professora em área de fronteira bilíngue no Brasil: desafios e possibilidades&#8221;, a qual discorre sobre as questões pedagógicas que envolvem a inclusão de imigrantes nas escolas de fronteira brasileira. Neste artigo, faremos um recorte da temática apresentada na tese, com o propósito de sinalizar a importância de compreender as questões políticas que direcionaram o processo de ensino e aprendizagem de imigrantes em nossas escolas ao longo dos anos. Nosso intuito é demonstrar que esses alunos sempre estiveram presentes em nosso convívio social e educacional, porém poucas foram as propostas que lhes possibilitaram uma efetiva inclusão educacional. Como aportes teóricos para discutir essas questões, pautamo-nos em documentos oficiais como: Constituição Federal de 1988; Lei de Diretrizes e Bases da Educação Nacional (LDB), Lei n.º 9.394, de 20 de dezembro de 1996; Lei nº 10.436 do ano de 2002, que dispõe sobre a Língua Brasileira de Sinais - LIBRAS; Estatuto da Pessoa com Deficiência (Lei nº 13.146); Estatuto do Estrangeiro (Lei n.º 6.815/80); Lei de Migração (Lei nº 13.445/17); na Declaração de Incheon (2015) e em pesquisadores da área da linguística e da educação que reconhecem a necessidade de reflexões pontuais para atender às peculiaridades sociolinguísticas existentes num país de tanta diversidade como o Brasil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The present study bases itself in debates that belong to the PhD thesis &#8220;Ser Professora em área de fronteira bilíngue no Brasil: Desafios e possibilidades&#8221;, which expatiates on pedagogical issues that involve the immigrants at schools in Brazilian borders. In this article, we will be doing a cutout on the theme presented in the thesis, with the purpose of signalizing the significance of understanding the political matters that directed the teaching and learning process of immigrants at our schools throughout the years. Our idea is to demonstrate that these students have always been presents in our social and educational interaction; however, few were the politic-pedagogical proposals that made possible a real education inclusion. As theoretical inputs to debate these issues, we based ourselves in official documents as: Federal Constitution of 1988; Law of National Education Guidelines and Bases, law nº 9,394, December 20th 1996; law nº 10,436 of 2002, that disposes about the Brazilian Signal Language (LIBRAS); Statute of Person with Disability (law nº 13,146); Foreigner Statute (law nº 6,815/80); law of migration (law nº 13,445/17); Incheon Declaration (2015) and researchers on the linguistic and education areas who recognize the need of specific debates to fulfill the sociolinguistics peculiarities existents in a country with so many diversities like Brazil.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Política linguística]]></kwd>
<kwd lng="pt"><![CDATA[Bilinguismo]]></kwd>
<kwd lng="pt"><![CDATA[Inclusão de imigrantes]]></kwd>
<kwd lng="en"><![CDATA[Linguistic politics]]></kwd>
<kwd lng="en"><![CDATA[Bilingualism]]></kwd>
<kwd lng="en"><![CDATA[Immigrants inclusion.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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