Imigração infantil e a escola: entre experiências e dilemas na busca por um direito

Abstract

This dissertation is linked to the Professional Postgraduate Program in Educational Management and Practices (PROGEPE - UNINOVE), articulated in a special way, with the Research and Intervention Line in Educational Management (LIPIGES). It arises from the observation, in my work as a principal of a public school, of a significant increase in the number of foreign children enrolled in our educational institutions, which raises the realization that the school is not adequately prepared to receive and integrate them. In this context, the need arises to respond to some concerns, so I sought the University in an attempt to answer the following questions: How can we ensure that immigrant children from different countries have access to the public education system, considering the increase in the migratory flow? Are municipal schools adequately prepared to welcome these foreign families and facilitate the process of enrollment and first reception at school? Thus, this research has as its object of study the immigrant child and their access to school, seeking to discuss the reception and integration of these children in public schools. The general objective of this research is to analyze how foreign families and immigrant students are accessed and welcomed in a municipal public school. The specific objectives of the research include: reflecting on the policies for welcoming immigrants in the educational aspect in our country, with an emphasis on cultural diversity, inclusion and equity; discussing curricular adaptation and educational pedagogical practices implemented to welcome immigrants; analyzing the school's Political Pedagogical Project (PPP), the universe of the research, with regard to pedagogical guidelines aimed at immigrant students; and understanding the main difficulties faced by immigrants in adapting to the context of municipal schools. Based on these objectives, the methodological procedures consisted of meetings and conversations that aimed at mutual understanding of the different cultures, enabling better understanding and integration among those involved. Regarding the methodology, a qualitative approach was chosen, using semi-structured interviews, life story narratives, data analysis and participatory research of seven parents/family members in the figure of a foreign mother with a foreign child regularly enrolled in school, a principal, a pedagogical assistant and a member of the school's administrative team, in order to promote dialogue between family and school and seek strategies to deal with cultural differences. The universe of this research was a specific school, located in the municipality of Santo André, which serves children aged 4 to 10 (EMEIEF). The theoretical foundation of this research was based on the studies of Candau (1995, 2002, 2010 and 2016), Demartini (2005), Lussi (2015), Ball (2016), Lessa (2017) and Culpi (2019), which offer relevant contributions to the understanding of the challenges and strategies related to the reception of immigrant children in municipal public schools. As a proposed intervention, we list the development of a training plan aimed at new teachers, to be implemented annually.

Esta disertación está vinculada al Programa de Pós-Graduação Profissional Gestão e Práticas Educacionais (PROGEPE - UNINOVE), articulada de manera especial, a la Linha de Pesquisa e de Intervenção Gestão Educacional (LIPIGES), surge a partir de la observación, na minha atuação como diretora de una escuela pública, de un aumento significativo no número de niños estrangeiras matriculadas em nossas instituições de ensino, o que suscita a constatação de que a escola não está adecuadamente preparada para recebê-las e integrá-las. En este contexto, surge la necesidad de responder a algunas preguntas, para tanto busque la Universidade na tentativa de responder a las siguientes preguntas: ¿Cómo garantizar que los niños inmigrantes de diversos países tengan acceso al sistema de enseñanza pública, considerando el aumento del flujo migratorio? ¿Las escuelas municipales están devidamente preparadas para reunir a esas familias extrañas y facilitar el proceso de matrícula y primer ingreso a la escuela? Assim, esta pesquisa tem como objeto de estudio a niño inmigrante y su acceso a la escuela, buscando discutir el aprendizaje y la integración de los niños en las escuelas públicas. El objetivo general de esta investigación es analizar cómo conocer el acceso y el aprendizaje de las familias extranjeras y los inmigrantes de la escuela pública municipal. Como objetivos específicos de la investigación, destacan: reflexionar sobre las políticas de acogida de los inmigrantes en el aspecto educativo de nuestro país, como en la diversidad cultural, la inclusión y la equidad; discutir adaptação curricular e as prácticas pedagógicas educativas implementadas para recibir os inmigrantes; analizar el Projeto Político-Pedagógico (PPP) de la escuela, el universo de la investigación, no que tange às diretrizes pedagógicas voltadas para alunos inmigrantes y comprender las principales dificultades enfrentadas por los pelos inmigrantes en la adaptación al contexto de las escuelas municipales. A partir de estos objetivos, los procedimientos metodológicos consisten en reuniones y conversaciones que visan el entendimiento mutuo de diferentes culturas, possibilitando una mejor comprensión e integración entre los involucrados. Quanto à metodologia, optou-se por uma abordagem qualitativa, utilizando-se de entrevistas semiestruturadas, narrativas das histórias de vida, análise de dados e pesquisa participante dos sete pais/familiares na figura da mãe estrangeira com filho estrangeiro e regulamente matriculado na escola, una directora, un asistente pedagógico y un miembro del equipo administrativo de escola, a fim de promover el diálogo entre la familia y la escuela y buscar estrategias para lidar con las diferentes diferencias culturales. El universo desta pesquisa foi uma escola específica, localizada no município de Santo André, que asiste a niños de 4 a 10 años (EMEIEF). A fundamentação teórica baseou-se nos estudos de Candau (1995, 2002, 2010 e 2016), Demartini (2005), Lussi (2015), Ball (2016), Lessa (2017) e Culpi (2019), os quais oferecem contribuciones relevantes para comprender los desafíos y estrategias relacionadas con el aprendizaje de niños inmigrantes en escuelas públicas municipales. Como propuesta de intervención, elencamos a elaborar un plano formativo dirigido a los profesores ingresantes, a ser implementado anualmente.