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Copyright of Revista Cientifica Multidisciplinaria Mikarimin is the property of Revista Cientifica Multidisciplinaria Mikarimin 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.)

This paper presents quality indicators identified from the contributions of Elementary School students from public schools in the interior of the state of São Paulo/Brazil, rescues and seeks to strengthen student participation in the debate on the social quality of public schools. A qualitative research approach was used, based on the answers to a questionnaire with an open question from 1.129 students in the 9th grade of elementary school and, subsequently, the participation of 40 students in a workshop on the quality of public schools. The analysis and grouping of the collected data were organized based on Bardin's propositions (2009). According to the participating students, the aspects that contribute to the quality of social involvement are external determinants: infrastructure, food and financing; and internal: pedagogical practices, organization of pedagogical work, values, interpersonal relationships, behavior. The students' reports allowed us to understand their perspective on the quality of the school and indicated the potential of their contributions when called upon to participate in democratic processes, which expand their training beyond the cognitive knowledge required in largescale assessments, providing opportunities for the development of other dimensions of human formation. [ABSTRACT FROM AUTHOR]

Copyright of Brazilian Business Law Journal / Administração de Empresas em Revista is the property of Administracao de Empresas em Revista 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.)

Reseña de: Eguren, Mariana; Carolina de Belaunde y Natalia González, Diversos y desiguales. Doscientos años de escuela pública en el Perú, 1.ª ed. digital. Lima: Ministerio de Cultura - Proyecto Especial Bicentenario de la Independencia del Perú, Biblioteca Bicentenario, Colección Nudos de la República, 8, 2022. 180 pp.

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Odeere is the property of Edicoes UESB 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

El objetivo de esta investigación es valorar la transferencia a la práctica de una experiencia formativa sobre competencias digitales que atiende la integración de lo tecnológico con lo pedagógico y didáctico, dirigida a agentes educativos de escuelas públicas en México. Se optó por una investigación cualitativa y la narrativa como técnica de recopilación de la información, con la participación de 448 agentes educativos. Dentro de los principales hallazgos se encontró que los agentes educativos están más motivados a aprender cuando reciben asesoría personalizada, descubren una aplicación directa del contenido en su práctica cotidiana, y con ello generan reflexiones sobre su quehacer profesional para mejorarlo.

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

Desde el inicio del proyecto colonizador euro-cristiano-céntrico iniciado en el siglo xvi, la influencia religiosa en el ámbito de la educación pública forma parte de un conjunto de estrategias emprendidas por algunas confesiones religiosas que disputan la hegemonía en la sociedad. El resultado de esto ha sido muy perjudicial para la comunidad escolar, ya que la propagación de la discriminación, la intolerancia y el racismo ha atentado contra la dignidad humana de una parte importante de la población. Este trabajo tiene como objetivo contextualizar la creación y el fortalecimiento de la propuesta de transformación epistemológica y pedagógica de la Educación Religiosa, registrando sus posibles aportes para enfrentar la discriminación, la intolerancia y el racismo en la escuela. Se trata de un estudio cualitativo, de tipo bibliográfico y documental, estructurado en dos partes principales: en la primera, se analiza la presencia del racismo epistémico y la colonialidad del saber en los currículos y prácticas pedagógicas. En la segunda parte, presenta y analiza los fundamentos epistemológicos y pedagógicos que sustentan el currículo de Educación Religiosa en Brasil introducido en la Base Curricular Nacional Común (BNCC), destacando su función social ante la apremiante demanda de reconocimiento de la diversidad religiosa. Los resultados muestran que la Educación Religiosa, en tanto que se supere su carácter doctrinal y proselitista, puede ser un componente curricular que promueva el reconocimiento de la diversidad religiosa y que contribuya a enfrentar la discriminación, la intolerancia y el racismo en la escuela.

This article analyzes the actions that have been organized by teams from the Centers for Education and Prevention of Violence at School (NEPREs). NEPRE is linked to the Policy on Education, Prevention, Attention and Assistance to Violence at School, implemented by the State Department of Education (SED) of the Santa Catarina. The empirical basis of this text is a documentary research, of a qualitative nature. It was evident that the actions developed by the nuclei oscillate between specific measures and those that demand financial investment, on personnel and on physical structure. The policy on which NEPRE is based is valid, but requires vitality. From the legislative point of view, it constitutes a policy of the state education network, receives training incentives from the SED and seeks to establish a partnership with the protection network that is part of the school. NEPRE can be considered a promising initiative, however, it is an action that demands consolidation. [ABSTRACT FROM AUTHOR]

This article presents an investigation of a qualitative approach of the State of the Art type on School Management of the Public School in Paraná, from 2009 to 2019, from the mapping and analysis of academic research, theses and dissertations. Being the manager of a public service educational institution is a large-scale responsibility. This figure in the school context is legally responsible for the school, has fundamental importance in the performance of the work team, in addition to the responsibility for the permanence and success of student learning. The problem that triggered the study was: What do academic researches (theses and dissertations) point out about the advances and challenges faced by public school managers in Paraná? From the Brazilian Digital Library of Theses and Dissertations, data were collected to carry out the investigation that aimed to map and analyze, in the academic research duly registered, the advances and challenges faced by the public school management in Paraná. As research object, 105 researches, 29 theses and 76 dissertations were identified. Of these, 26 addressed the theme of this investigation, composing the research corpus. Data analysis took place from the perspective of the Content Analysis, technique proposed by Bardin (2016). In the research, the categories democratization of education, teacher training and choice of managers were highlighted as the main advances. The implementation of democratic management, teacher training and school bureaucratization as main challenges pointed out by researchers. [ABSTRACT FROM AUTHOR]

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa 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.)

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Copyright of Movimento (0104754X) is the property of Movimento, da Escola de Educacao, Fisica, Fisioterapia e Danca 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.)

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Copyright of Revista Internacional de Educación para la Justicia Social is the property of Universidad Autonoma de Madrid 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.)

La pandemia de COVID-19 y la grave crisis sanitaria, económica y social resultante han afectado a las juventudes de diferentes maneras. Centrándonos en la realidad brasileña, buscamos conocer cómo los estudiantes de enseñanza media de una pequeña ciudad del interior del estado de São Paulo han estado enfrentando el momento actual, a través de la implementación de Talleres de Actividades, Dinámicas y Proyectos desarrollados de manera híbrida, que mostraron que la mayor dificultad radica en la sociabilidad de estos jóvenes. La escuela se entiende como un espacio de apoyo social para estos sujetos y sus demandas, contribuyendo a su cuidado y atención.

La relación en el sistema escolar chileno de la religión con la educación existe desde la colonia cuando llegaron las primeras congregaciones religiosas católicas con los conquistadores españoles a partir de 1541. Sin embargo, en este texto se abordará la situación de la misma desde 1980 a la fecha, privilegiando la libertad de culto y de abrir establecimientos educacionales que es posible para todas las religiones reconocidas en un amplio contexto ecuménico, como asimismo, la posibilidad de dictar clases de religión por parte de los credos reconocidos y que tengan programas aprobados por el Ministerio de Educación, no solo en sus escuelas o colegios, sino que también en los establecimientos del estado; esta actividad es optativa para los padres o apoderados quienes aceptan o no que el estudiante curse tal asignatura en su plan de estudios. Se trata de un estudio cualitativo con metodología histórico-descriptiva.

Copyright of Imagens da Educação is the property of Universidade Estadual de Maringa 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 Revista Internacional de Educacion Musical is the property of Sage Publications Inc. 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.)

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This article aims to present a reflection on the rhythmic gesture of young students from public schools. The essay is based on the theoretical and philosophical propositions of three different authors: Giorgio Agamben, Vilém Flusser and Muniz Sodré. As a theoretical concern, there will be a dialogue between these three authors safeguarding their theoretical singularities. It is intended to offer conceptual bases to promote debates on public education of ancestral African knowledge, with emphasis on the gesture of drumming. The objective is also to understand students' gestures as an alternative to the logocentric paradigm of production and circulation of knowledge in schools. In addition, we intend to reflect on the gesture of drumming in a culture in which thought form and living form are interwoven. [ABSTRACT FROM AUTHOR]

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional 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 Apuntes Universitarios: Revista de Investigación is the property of Universidad Peruana Union Filiar Tarapoto 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 Literatura y Lingüística is the property of Universidad Catolica Cardenal Raul Silva Henriquez 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 Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

This work aims to discuss the social function of the public school in the periphery in contemporary times. We seek to analyze how public schools in peripheral communities can provide the student with the opportunity to seek meaning for their schooling, through critical and reflective teaching. We start from theories about the democratization of public schools in Libâneo (2014), approaching the social function of the school in the light of Freire (1987) and Chariot (2000, 2013). The studies bring us closer to Dubet (1994, 1998), in the discussion about the meaning of schooling of subjects who attend public schools on the periphery, based on experiences and integration strategies. In order to problematize the need to resist an educational system that ideologically seeks to maintain the dominant hegemony. [ABSTRACT FROM AUTHOR]

This article analyzes Pronera as a public educational policy built with social movements in the countryside and dialogues with pedagogical praxis in public schools. It results from documentary research on guidelines, decrees, resolutions, letters, reports and manifestos, and bibliographic study of articles, theses and dissertations. The concept of public policy is understood according to the relations between civil society and governments, considering the conjuncture and structure. Pedagogical praxis refers to the movement of training processes creation and organization at school and outside of it, aimed at social transformation. It is concluded that Pronera strengthens national and regional articulations, teacher's formation, research groups and moves Brazilian universities in the construction of political-pedagogical praxis. [ABSTRACT FROM AUTHOR]

Cuadernos de Pedagogía ha sido la revista profesional que mayor impacto e influencia ha tenido en la educación española en los últimos cuarenta años. La cabecera sigue en el mercado, pero sus impulsores y su espíritu ya no están en la revista. En este artículo se rememora a sus principales promotores y las características significativas de la revista, así como alguno de los contenidos y las iniciativas que la publicación puso en marcha. Se hace desde la mirada, necesariamente subjetiva, del autor, que ha sido acompañado por la revista y reconoce su influencia en la conformación de su identidad docente. Hoy, en tiempos de escuela de pandemia, añora una revista que tiene entre sus logros su contribución a la renovación educativa, a la definición de las señas de identidad de la escuela pública democrática, a la difusión de la memoria pedagógica, al acercamiento de la teoría y de la práctica y al debate pedagógico.

En el presente artículo se ponen en relación tres cuestiones que están en la base de cualquier propuesta de intervención para el desarrollo de una educación emancipadora: ¿Cómo entendemos lo público y el proyecto de educación y escuela pública? ¿Cómo en ese contexto pensamos el currículum y, por tanto, un determinado formato de selección cultural y su concreción en conocimiento escolar? Y, finalmente, ¿cómo todo eso tiene una traducción estratégica en una didáctica que se quiere crítica?

Vivimos en un mundo de constantes cambios donde las instituciones educativas reflejan su sistema social actual. Resulta evidente que se requiere una mayor exigencia en la organización de educación y un compromiso responsable de los educadores, que les permita acoplarse a los nuevos retos que trae el sistema educativo. En estos tiempos la ética organizacional y la responsabilidad social ocupan un lugar importante en las decisiones políticas y públicas del mundo, y en el crecimiento de las empresas; por ello, lo conciben como factores claves para el desarrollo. Por tal motivo, es necesario que todas las personas se sientan comprometidas con la toma de sus decisiones y por sus metas tanto personales, como colectivas; pues, son sus comportamientos y actitudes, los que deben dar respuestas positivas a la problemática ética que acontece. Ante este contexto, surge una interrogante: ¿Qué se necesita para el desarrollo de una institución o empresa?. El presente ensayo tiene como objetivo abordar la importancia que tiene la ética organizacional y la responsabilidad social como factores claves para el desarrollo de las instituciones educativas rurales.

The complexity of the act of organizing the space in which the formal learning process takes place demands multidimensional perspectives. The objective of the research was to present the experience of the continuing education of the management team, based on listening to the voices of the participants, in the municipal public network of Messias, in the state of Alagoas. The methodology developed was based on a qualitative approach, with the objective of exploratory research. Data collection was carried out through the application of an online questionnaire with 50 (fifty) participants of the managers course in that municipality. The main results showed that the experience of continuing education for managers contributed with reflexive questions to the school organization process, dimensioning actions for collective work, for interpersonal relationships and for the effective work of the school and the community. [ABSTRACT FROM AUTHOR]

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press 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.)

La educación chilena ha transitado en búsqueda de calidad e inclusión de todos y todas, respondiendo a las demandas del contexto. Por medio de un estudio cualitativo y regional, se busca analizar las experiencias de profesionales de la comunidad educativa de 6 escuelas públicas con Programa de Integración Escolar y en proceso de implementación de la ley de inclusión, en las tres provincias de la Región de Atacama. Con la finalidad de develar realidades latentes a través del análisis de contenido de entrevistas dirigidas a 18 actores educativos: directores, trabajadores sociales y profesionales pertenecientes al Programa de Integración Escolar. En las experiencias y opiniones de quienes participan, se evidencian obstáculos, facilitadores, reticencias y elementos significativos que aportan a la construcción del conocimiento teórico y práctico, principalmente referido a la resistencia a la transformación de la pedagogía tradicional y al trabajo mancomunado con equipos multidisciplinarios, la instalación de prácticas innovadoras mediante adaptaciones curriculares, la importancia del involucramiento de todo el estudiantado y sus familias, la educación desde las emociones y el buen trato, elementos claves para la conformación de comunidades inclusivas.

A correlational study with a quantitative approach aimed at establishing the link between observable intrinsic factors in educational institutions with variability in the quality of secondary education in 27 uncertified municipalities in Córdoba, Colombia. The sample was calculated based on a stratified probability sampling of 109 rural and urban schools. The data were acquired through a survey of the principals or educational directors of these schools, consisting of 34 questions. Principal Component Analysis (PCA) was used to assess links between variables, and an ordinal logistic regression model with logistic link was developed. Among the institutional factors with the most links, it was found that: there is a positive link between the number of students per class, the number of students taking tests and the number of school graduates with the number of classrooms and the number of teachers. It was concluded that, at a 5% significance level, the number of school graduates, having an adequate and up-to-date library, having access to the Internet and having appropriate resources for the target population, increases the chance of achieving a better score in the Saber 11 test. [ABSTRACT FROM AUTHOR]

The School Admission System (SAS) is a centralized mechanism for assigning students among schools that receive fiscal resources. The objective of this article is to analyze the demand flows and the level of adjustment that SAS assignments have with parental educational preferences. Methodology: the article has a descriptive analysis approach and uses data from the 2018 school admission process. School choices are characterized according to demand profiles and the attributes of the educational offer. Results: The SAS has acceptable levels of effectiveness in the distribution of applicants, with low rejection rates and a high degree of compliance with the first preferences. Conclusions: the SAS is an efficient mechanism that equalizes opportunities in the allocation of vacancies, once reserved by arbitrary school selection, ensuring enrollment within a reasonable set of preferences, and therefore does not conflict with the principle of free parental choice. [ABSTRACT FROM AUTHOR]

This article aims to analyze and present the perception of teachers in the early years of a municipal education system about human rights education in the context of public school. The research was methodologically constructed based on the responses of the regent teachers of specific subjects to a questionnaire. It should be noted that the teachers act in the planning of classes, activities and in the proposition of pedagogical material related to the theme. The analysis of the results shows that approximately 70% of the teachers who answered the questionnaire perceived the existence of challenges to approach the theme in the context of public school education. It was also observed the consent of teachers about the relevance of education in human rights as a basis for new pedagogical practices that transform society. [ABSTRACT FROM AUTHOR]

This study is the result of a survey of the State of Knowledge, which aimed to analyze articles, theses and dissertations about the work of the pedagogue of the Specialized Learning Support Team (SLST), a professional from the State Department of Education of the Federal District (SEEDF). It is a qualitative research based on a mapping and bibliographic survey of scientific sources, delimited by the categories: pedagogue, pedagogy, pedagogue's work, Specialized Team, Multidisciplinary Team and continuing education, in a time frame from 2010 to 2018 With the analysis, it was possible to notice that there are few studies that deal with the SLST pedagogue, which leads us to reflect on the need to understand this work in public schools in the Federal District more deeply, the contradictions that involve the practice at school and the laws that guide professional performance, in addition to their contributions to teachers and students, with regard to improving the quality of teaching and promoting school success. [ABSTRACT FROM AUTHOR]

The text analyzes the legal provision of political decision made by some four-year public administrations when they support their government programs in the educational area only for the discretionary investment in special schools for few students, depriving a good amount of students in the same legal situation (enrolled in the same system or public education system), of a quality education. The discussion started with the observation of the expansion or increasing quantitative actions and educational policies based on successful or innovative experiences, of public schooling, bringing the overvaluation of singularity, applied to few schools in the same school system. The text presents the conclusions about an investigation based on legal documents, directed by reconstructive and analytic methods, with the procedure of content analysis and technique of thematic analysis. The analysis “corpus” is made of the mains laws that regulate public education in Brazil, as a universal right as well as funding prediction Therefore, it is possible to indicate that singular or successful experiences, if not against current legislation don’t help improve the concepts and practices such as equity and equality in public education, since they treat differently students in the same legal situation in what concerns the access to quality education. [ABSTRACT FROM AUTHOR]

The article's aim was analyze teachers' and principals' perceptions of a public elementary and high school, in the state of São Paulo, about Human Rights Education, to understand how it was conceived and experienced in the school and whether its principles were part, or not, of conflict mediation processes. The problematizing question was: what is the knowledge of this school team about Human Rights Education and how it reflects, or not, in their daily lives, especially in conflict mediation processes? The analysis was based on the premise that the Human Rights are the basis of participatory democracy. It was a qualitative investigation, carried out through documental analysis of official documents that regulated the work on and with Human Rights in public schools. In addition, semi structured interviews were conducted with the following members of the school team: Principal, Coordinator, School and Community Mediator Teacher and teachers. The results indicated the relevance of the adhesion of the school teams to Human Rights Education, in a participative and autonomous way, involving all school segments, and, therefore, in this process, teaching, learning, and experiencing social justice and democracy. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional 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.)

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Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review 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.)

This paper discusses migrant welcoming strategies in the Brazilian public education system and offers critical reflection on the underlying concepts. We argue that the redemocratized Brazilian government provides centralizing, non-specific legal frameworks and policies tending to see vulnerable persons as a social problem; racial and economic biases place migrants from peripheral countries as part of this problem. The data collected to investigate this hypothesis were: (a) the 2019 Brazilian School Census; (b) an inquiry sent to the State Department of Education of all 27 Federative Units of Brazil; and (c) the official state government websites. Our analysis indicated that, in the absence of a federal education policy attentive to the specificities of contemporary migrants, the state governments undervalue migrants and disregard their cultural, economic, social and intellectual potential. The data also confirm that public policies have been slowly changing this outlook into an equitable appreciation of difference but still do not impact the education of migrants. Finally, the notion of Brazil as a welcoming country is challenged. [ABSTRACT FROM AUTHOR]