“Estávamos trabalhando sobre migrações, conversamos porque as pessoas migram. Então teve o depoimento dele, porque ele queria contar. Pensa, ali a aula viva!”: formação de professores e o acolhimento de crianças imigrantes na rede municipal de São Miguel do Oeste-SC

Abstract

This research is part of the umbrella project Teacher Training for Education on Ethnic- Racial Relations and Anti-Racist Education, linked to Line 2: Teacher Training: nowledge and educational practices, of the PPGE/UFFS/Campus Chapecó. In recent years there has been an increase in the enrollment of immigrant children in the municipal schools of São Miguel do Oeste - SC. This reality challenges the municipal education network to come up with proposals for welcoming these children that go beyond enrollment, but which require actions aimed at training teachers and other education professionals. This dissertation analyzes teacher training in dialogue with Education for Ethnic-Racial Relations based on the experiences of welcoming immigrant children into the school context. It seeks to answer how teacher training takes place based on the experiences of welcoming immigrant children from an ethnic-racial perspective in the municipal public school system of São Miguel do Oeste-SC? Methodologically, we used decolonial literature with an emphasis on race relations, based on authors such as Nilma Gomes (2023), bell hooks (2017; 2019; 2020; 2021a; 2021b) Walter Mignolo (2014; 2021) and Catherine Walsh (2002; 2005a; 2005b; 2016), who provided the theoretical framework for the discussions and data analysis. To collect the data, we carried out field research in the form of participant observation. This was carried out in a municipal public school in São Miguel do Oeste-SC, in two Early Years classes with immigrant children enrolled. After the participant observation, we held a round table discussion with teachers from the same school about continuing education and their experiences of welcoming immigrant children into their classrooms. The results of the research revealed a lack of specific training in the field of Ethnic-Racial Relations and in welcoming immigrants into the school environment. At the same time, the research identified welcoming movements narrated by the teachers in the face of specific situations in the classroom. These movements allow us to look at everyday school life as a formative space, in which these teachers mobilize and produce different pedagogical knowledge and practices, often stemming from contact, albeit improvised and temporary, with immigrant students.