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This paper seeks to understand the extent to which the local curriculum impacts on the appreciation of cultural diversity, aiming to elucidate the relationship between the local curriculum and cultural diversity in the Mozambican school environment. Therefore, bibliographical research was carried out, highlighting Sengulane (2022), Nivagara (2018), Santos (2018), Zanin and Lemke (2017), Ibraimo and Cabral (2015), Santiago (2012), Dias (2010) and Capece (2005). A product of this research was the understanding that the teacher must be able to enhance, through the local curriculum, the cultural diversity of students, in favor of raising the quality of teaching and learning, and the need for educators to create, in fact, the practice of diversity in teaching and not contenting itself with valuing it discursively. [ABSTRACT FROM AUTHOR]

This paper aims to analyze Neoliberalism as one of the factors that lead to the production of conceptions of school failure. The objective is to discuss how neoliberal ideals are introduced in the school setting, causing social, political, and economic relations to be reproduced at school. Furthermore, to understand how these ideals transform the meaning of school. Regarding methodology, It is a bibliographical research divided in two moments: to explain the basis of Neoliberalism and its unfoldings, and henceforth, to present articles that demonstrate conceptions of failure and that are close to themes that refer to the neoliberal ideal. Therefore the research, it was possible to realize that the fundamental theme that links these concepts is the reproduction of social inequality at school. [ABSTRACT FROM AUTHOR]

Copyright of Inter-Ação is the property of Inter - Acao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inter-Ação is the property of Inter - Acao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Within migratory flows, children are not only the most vulnerable group in terms of violation of rights, but also the group with less visibility concerning their displacement. With the increase of immigration in Brazil, it was noticed a significant number of immigrant children in the public school system in Ponta Grossa/PR. This motivated studies whose results are discussed in the this paper. The aim of this article is to present an analysis of the invisibility of immigrant children and its impacts on educational assistance in the aforementioned educational network. The qualitative research used as methodological strategies questionnaires and semi structured interviews. The study demonstrated that children invisibility also appears on public educational policies as well as on the pedagogical practices carried out in schools. [ABSTRACT FROM AUTHOR]

This paper proposes to analyze the educational assistance to refugees in Manaus in the years 2017 and 2018, as part of the democratization process of Brazilian education, in which the human rights perspective is interpreted as a universal guarantee by the signatory countries of the Universal Declaration of Human Rights (1948). The research is both bibliographic and documental, based on theoretical principles which are indispensable for a substantiated understanding of the concepts. The results reflect the compilation of processes, formats, and challenges involved in providing educational care to refugee students in Manaus as a fundamental part of their right to access and remain in the public education system. [ABSTRACT FROM AUTHOR]

Considering the concept of double vulnerability of the refugee child, this article intends to shed light over the conditions in these refugee children are inserted into educational institutions through the eyes of their mothers. We seek to relate interviews with five refugee women from the Democratic Republic of Congo who had children enrolled in public schools in 2019 with legal apparatuses that regulate education in Brazil, specifically in matters of documentation for access to educational institutions. The analysis alows identification of three contitioning factors that shed light on the challenges of refugee children integration: the difficulties of access to public schooling due to the lack of recognition of the validity of refuge papers, language as a barrier for integration and the prejudice experienced inside the school environment. [ABSTRACT FROM AUTHOR]

Copyright of Inter-Ação is the property of Inter - Acao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inter-Ação is the property of Inter - Acao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inter-Ação is the property of Inter - Acao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inter-Ação is the property of Inter - Acao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inter-Ação is the property of Inter - Acao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)