<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012024000100417</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.63506</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A questão migratória na pesquisa educacional: o caso paulista]]></article-title>
<article-title xml:lang="es"><![CDATA[La cuestión de la migración en la investigación educativa: el caso de São Paulo]]></article-title>
<article-title xml:lang="en"><![CDATA[The migration issue in educational research: the case of São Paulo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rabbani]]></surname>
<given-names><![CDATA[Darian Soheil Rahnamaye]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aquino]]></surname>
<given-names><![CDATA[Julio Groppa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo Programa de Pós-graduação da Faculdade de Educação ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100417&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100417&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100417&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O presente artigo visa perspectivar como o tema da imigração e as práticas educacionais brasileiras, no contexto do estado de São Paulo, vem sendo abordado na pesquisa educacional, por meio da comparação de pesquisas que focalizaram a educação de imigrantes em tempos pregressos com aquelas que versam sobre a questão nos dias atuais. Para tanto, o material analisado consiste em artigos científicos publicados em 57 periódicos acadêmicos do campo educacional, entre 2000 e 2020, os quais investigaram o tema da imigração segundo diferentes pontos de vista. Em termos teóricos, o estudo dialoga com os conceitos foucaultianos de governamentalidade e de população, uma vez que por meio deles seria possível contextualizar o viés racial inerente não apenas aos acontecimentos relativos à imigração na formação populacional no Brasil nos anos finais do século XIX e iniciais do século XX, mas também ao papel da educação nesse processo e, em sentido lato, aos mecanismos de governamento com um todo. A análise dos dados permitiu concluir que a escola, movendo-se da oposição beligerante às diferenças à engenhosa sutileza da inclusão normativa, vem se afirmando historicamente, desde o século XIX, como a instituição capaz, por excelência, de governar a diversidade e de mediar os conflitos envolvendo a imigração.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. Este artículo tiene como objetivo poner en perspectiva cómo el tema de la inmigración y las prácticas educativas brasileñas, en el contexto del estado de São Paulo, ha sido abordado en la investigación educativa, a través de la comparación de las investigaciones que trataron de la educación de los inmigrantes en épocas anteriores con las que se ocupan del tema en la actualidad. Por tanto, el material analizado consiste en artículos científicos publicados en 57 revistas académicas del ámbito educativo, entre los años 2000 y 2020, que investigarán el tema de la inmigración desde diferentes puntos de vista. En términos teóricos, el estudio dialoga con los conceptos foucaultianos de gubernamentalidad y población, ya que a través de ellos sería posible contextualizar el sesgo racial inherente no solo a los hechos relacionados con la inmigración en la formación de la población en Brasil a fines del siglo XIX y primeros años del siglo, sino también al papel de la educación en este proceso y, en un sentido amplio, a los mecanismos de gobernanza en su conjunto. El análisis de los datos permitió concluir que la escuela, pasando de la oposición beligerante a las diferencias a la ingeniosa sutileza de la inclusión normativa, se viene afirmando históricamente, desde el siglo XIX, como la institución, por excelencia, capaz de gobernar la diversidad y de mediar los conflictos relacionados con la inmigración.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT.  This article aims to put into perspective how immigration and Brazilian educational practices in the state of São Paulo have been articulated in educational research, by comparing studies that focalized the education of immigrants in the past with those that study how it occurs in the present days. Therefore, the empirical material for this research consists of articles published in 57 scientific journals, between the years 2000 and 2020, that investigate the issue of immigration from different points of view. From a theoretical perspective, this study dialogues with the Foucauldian concepts of governmentality and population, since through them it would be possible to contextualize the racial bias inherent not only to events related to immigration in population formation in Brazil in the late 19th and early 20th century, but also to the role of education in this process and, in a broad sense, to the governance mechanisms. The analysis led us to conclude that school, moving from a belligerent opposition to differences to the subtlety of normative inclusion, has historically been asserting itself, since the 19th century, as the institution capable of governing the otherness and of mediating conflicts involving immigration.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[imigração]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa educacional]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="es"><![CDATA[inmigración]]></kwd>
<kwd lng="es"><![CDATA[investigación sobre la educación]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
<kwd lng="en"><![CDATA[immigration]]></kwd>
<kwd lng="en"><![CDATA[educational research]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[Yade]]></surname>
<given-names><![CDATA[J. S. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Territórios negros: migrações e reterritorialização do espaço urbano periférico]]></article-title>
<source><![CDATA[Comunicações]]></source>
<year>2014</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>167-90</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
