<?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>0187-6961</journal-id>
<journal-title><![CDATA[Estudios fronterizos]]></journal-title>
<abbrev-journal-title><![CDATA[Estud. front]]></abbrev-journal-title>
<issn>0187-6961</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0187-69612021000100120</article-id>
<article-id pub-id-type="doi">10.21670/ref.2120083</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La formación docente como movimiento social por la educación en la triple frontera]]></article-title>
<article-title xml:lang="en"><![CDATA[Teacher training as a social movement for education in the triple border]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Flores]]></surname>
<given-names><![CDATA[Olga Viviana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pessini]]></surname>
<given-names><![CDATA[Marcia P]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tallei]]></surname>
<given-names><![CDATA[Jorgelina Ivana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Estatal del Oeste del Paraná Centro de Educação, Letras e Saúde ]]></institution>
<addr-line><![CDATA[Foz do Iguaçu ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Paraná  ]]></institution>
<addr-line><![CDATA[Foz do Iguaçu ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Federal de Integración Latinoamericana Instituto Latinoamericano de Artes Cultura e Historia]]></institution>
<addr-line><![CDATA[Foz de Iguazú ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>22</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0187-69612021000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0187-69612021000100120&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0187-69612021000100120&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El artículo describe el movimiento Pedagogía de Frontera que ofrece formación continua para los docentes y la comunidad escolar de la red municipal de Foz de Iguazú, pues algunas escuelas presentan un elevado número de niños de otras nacionalidades, principalmente hispanoamericanas. Profesores de Unila, Unioeste e Ifpr imparten la formación con el fin de discutir y repensar prácticas pedagógicas que consideren la diversidad lingüística y cultural presentes en el contexto local, que posibiliten una pedagogía intercultural y decolonizadora en la triple frontera. Se propone una formación crítico-reflexiva para que puedan pensar otras prácticas pedagógicas que coincidan con las demandas locales. Uno de los resultados es la inclusión de la lengua española e inglesa en las escuelas de enseñanza básica. Se espera que el trabajo docente continúe promoviendo mudanzas a favor de una educación intercultural y decolonizadora.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The article describes the Pedagogía de Frontera movement, which provides continuing education for teachers and the school community in the municipal network of Foz do Iguaçu, as some schools have a large number of children of other nationalities, mainly Hispanic-Americans. Teachers from Unila, Unioeste and Ifpr provide training with the aim of discussing and rethinking pedagogical practices that consider the linguistic and cultural diversity present in the local context, enabling an intercultural and decolonizing pedagogy in the Triple Border. A critical-reflective training is proposed so that they can think about other pedagogical practices that coincide with local demands. One of the results is the inclusion of Spanish and English in elementary school. It is expected that the teaching work will continue to promote changes in favor of an intercultural and decolonizing education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[movimientos sociales]]></kwd>
<kwd lng="es"><![CDATA[frontera]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="en"><![CDATA[social movements]]></kwd>
<kwd lng="en"><![CDATA[border]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
</kwd-group>
</article-meta>
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<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Walsh]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Introducción. Lo pedagógico y lo decolonial: entretejiendo caminos]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Walsh]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<source><![CDATA[Pedagogías decoloniales: Prácticas insurgentes de resistir, (re)existir y (re)vivir]]></source>
<year>2013</year>
<page-range>23-68</page-range><publisher-name><![CDATA[Abya Yala]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
