Imigrantes na escola: uma análise do acesso à educação básica em Santa Catarina

Abstract

This research is part of the line of research in Educational Policies of the Postgraduate Program in Education at the Federal University of Fronteira Sul, Chapecó-SC Campus. The general objective was to analyze, based on documents, the actions promoted by the State aiming to guarantee the access process for immigrant students in basic education in Santa Catarina. The specific objectives were: I) Identify how the distribution of immigrant enrollments in basic education occurs across the state of Santa Catarina; II) Verify how Brazilian legislation guides access to basic education for immigrant students; III) Highlight actions in the documents of the Education Councils (State and Municipal) that regulate the process of immigrant access to their education networks. The space-time delimitation comprised the period between 2017, the year in which Law No. 13,445, which established the Migration Law in Brazil, came into force, and 2022. Seven municipalities in Santa Catarina were analyzed, representing the seven Intermediate Geographic Regions of the state of Santa Catarina. We only analyzed enrollments that occurred at the elementary and secondary levels of basic education, both in the state and municipal education networks. The theoretical support is supported by authors who discuss issues such as public policies, educational policies, the right to education and migration issues. For documentary research, we investigated national, state and municipal legislation and regulations. This research deals with the methodological point of view of qualitative research, of a descriptive nature, circumscribed by documentary analysis. The results indicate that in recent years there has been a legal consolidation of the right to access to basic education for immigrants in Brazil. Through documentary analysis, we realized that the legislation guarantees all immigrants, regardless of documentation proving education and migration status, access to basic education, and guides procedures in relation to insertion, determining reception actions in education networks. However, we noticed little action by the Education Councils in formulating documents that guide the respective education networks, in promoting access to basic education for these students. In relation to programs for welcoming and including immigrant students, we identified the PARE program, which takes place in the state education network of SC, with little action in this regard in municipal networks. The need for public educational policies that ensure equal rights and access to immigrants in the Brazilian educational system is also highlighted, including preparation for teachers and specific Portuguese language teaching programs for immigrant students.