Política educacional e migração Haitiana: um estudo comparado dos currículos de biologia do ensino médio do Brasil e do Haiti

Abstract

This research, linked to the Educational Policies research line of the Master's in Education at Universidade da Fronteira Sul (UFFS), aimed to investigate comparatively the curricula for high school in Brazil and Haiti, verifying possible influences on young Haitian immigrants when inserted into Brazilian high school. Also, in the field of educational policies, to identify and problematize policies related to the education of immigrant populations in Brazil. This is a qualitative research. The methodology used the steps of comparative studies in education: descriptive, interpretive, juxtaposition, explanatory, and prospective, identifying similarities, differences and trends. The spatial cutout corresponded to level 2 countries of the Latin American and Caribbean region, and the temporal cutout focused on contemporary curriculum policies for Biological Sciences (BNCC and Document-Programme du Secondaire) in force in the two countries. Documentary analysis was used to work with documents and legislation. The results of the research indicate that there are few similarities in the contents in the two countries, many differences regarding contents, such as the inexistence of themes in the Haitian curricula and a smaller workload in Haiti's high school. Analyses have shown that, besides these significant curricular differences, the language and the fragility of the Brazilian legislation regarding migrant populations tend to increase the difficulties of these students in the Brazilian school system. It also highlights the need for public policies that ensure rights and access with quality for Haitian immigrants in the Brazilian educational system, including preparation for teachers and specific programs for teaching the Portuguese language to Haitian students.