Desafios da escolarização do imigrante: uma abordagem freireana

Abstract

This dissertation aims to analyze the teaching approaches developed by educators for the teaching and learning of immigrant students in state schools in the municipality of Concórdia, Santa Catarina, as well as the challenges of their schooling. Considering the significant increase in migratory flows in Brazil—and specifically in the studied municipality—the relevance of the topic to education is emphasized, as the presence of immigrant students in schools demands inclusive educational actions, adequate teacher training, and educational policies that ensure the right to learning for those who migrate. The methodology employed adopts a qualitative approach, involving theoretical, documentary, and field research. Semi-structured interviews were conducted with teachers from schools participating in the Program for the Reception of Migrants and Refugees (PARE). The data were analyzed using Content Analysis (Bardin, 1979) and organized into three categories that highlight the meanings teachers attribute to their practices and the challenges they face in this context. The research found that teachers in Concórdia/SC public schools face challenges in the schooling of immigrant students, mainly due to a lack of specific training and language barriers. Nevertheless, they demonstrate ethical commitment and adopt welcoming practices. Freirean theory proved relevant for thinking about more inclusive educational actions. As an educational product of the research, an e-book was developed with proposals based on Paulo Freire’s Culture Circles.