Filhos de imigrantes e a escola : diversidade cultural, direito à educação e equidade escolar

Abstract

This dissertation is linked to the line of research on Educational Policies of the PPGEDU/UPF and deals with the schooling of children of immigrants in municipal elementary schools in the city of Passo Fundo from the perspective of recognizing cultural diversity, the right to education and school equity. The research problem is guided by the following questions: In what school context are children, children of immigrants, inserted in the schools of the Municipal Education Network in the city of Passo Fundo? To what extent has the schooling process contributed to the recognition of cultural diversity, as well as to the realization of these students' right to education and school equity? Based on these questions, other issues became important in the research, including: a) What are the rights guaranteed by Brazilian legislation to immigrant children? b) What are the potentialities and tensions that schools present when enrolling immigrant children? c) What are the actions already taken by schools and/or sponsors that make possible the school equity of these students, children of immigrants, with low proficiency in Portuguese, but with complex and rich life experiences? d) To what extent does the school curriculum contribute to the development and effectiveness of these students' learning? The research methodological approach is qualitative, with instruments and procedures of bibliographic-documentary and field research, through interviews with children and managers. The theoretical foundation is based mainly on Bauman (2015; 2017), Freire (2014;2019;2020;2021) Candau (2008), Fleuri (2002), Arroyo (2013; 2014) and Tedesco (2019), among others. The dissertation is structured in four chapters. The first and second contextualize, justify and problematize the research on the premises that make up the world migratory flow and its relationship with the immigration scenario in the city of Passo Fundo. The third contextualizes the educational policies established in international and national treaties on the right to education and school equity for immigrants. The fourth presents, through field research carried out with interviews and semi-structured questions, the school context and the curricular proposal for working with the children of immigrants. This last chapter also indicates the challenges for schools in the construction and implementation of a school curriculum based on a conception of critical interculturality. From this research, it is concluded that the cultural, economic, structural and educational challenges present in the world migratory flow put in check and in shock the colonialist and disciplinary pattern present in the curricular structure of education. National educational legislation has adapted to this reality, guaranteeing the presence of the immigrant's child at school, but does not provide for mechanisms to monitor learning and mastery of the Portuguese language. The presence of these students in Basic Education allows for flexibility and breaking with the linearity of the curriculum, proposing, through interculturality, pedagogical processes aligned with the uniqueness of each school territory. For this, it is urgent to think about teacher training processes in an intercultural perspective. Finally, it is worth mentioning that equality and difference challenge any school in the current context.