Alfabetização/letramento de crianças filhos (as) dos imigrantes e de crianças imigrantes

Abstract

This study presents some reflections related to the literacy and literacy processes, in attention to the educational singularities aimed at immigrant children and/or immigrant children enrolled in public, state and municipal schools. This is an academic requirement called Completion Work of the Pedagogy Course at UFFS, Campus Chapecó (SC). The proposition on screen consisted of a bibliographical research, of a qualitative nature, of the “state of knowledge type”, captured from the electronic databases of CAPES, IBITC and SCIELO. The search words used in this cartographic survey were: immigrant children; basic education for immigrant children; literacy/literacy of immigrant children. The analysis and interpretation of the results was based on the contributions of Content Analysis, summarized by Trivinos (1989), as a pre-analysis; categorical analysis and inferential analysis. 09 documents were located (05) dissertations and (04)articles), which constituted the scope of this study in attention to the desired search. It is worth highlighting the concern of foreign parents with education, schooling and language learning for their children. However, evidence shows that there is still a lack of attention and effective inclusion policies for the literacy of foreign children, safeguarding their cultural specificities. Upon arriving in the country, immigrant children are compelled to adapt to the school and its reality, with no counterpart of adapting coherently to their expectations. In thiscontext, they are silenced and/or ignored most of the time. Numerous challenges are announced in the studies carried out, without, however, entering into real possibilities, capable of contributing to the construction of a process of exchanges, typical of diversity, considering its possibilities and contradictions.