Crianças imigrantes em contextos de educação infantil: práticas pedagógicas e diversidade étnico racial

Abstract

This Final Course Project explores my journey as a Haitian immigrant student pursuing a degree in Education. In light of the increase in migration flows in southern Brazil, this research examines the reception of foreign children in early childhood education settings. The overall objective is to analyze, within the theoretical literature of early childhood education, proposals for education and care directed at immigrant children, with a focus on pedagogical practices and the promotion of ethnic and racial diversity. Methodologically, the study conducts a qualitative literature review using the CAPES Journal Portal database (2015– 2025), selecting 10 scholarly articles for critical analysis. The results indicate that inclusion goes beyond access to enrollment. The studies reveal that language barriers and the suppression of the mother tongue lead to exclusion, affecting children’s sense of belonging within the educational context. Furthermore, they highlight the importance of welcoming families, listening to children, and valuing their cultural references as fundamental elements for the development of more inclusive pedagogical practices. Furthermore, it was found that the migratory experience is inseparable from ethnic and racial issues, highlighting that manifestations of racism, xenophobia, and the logic of whiteness permeate everyday school life. It was also possible to identify that intercultural and anti-racist perspectives have been highlighted in academic literature as pathways toward recognizing the diverse childhood experiences present in early childhood education. We conclude that cultural inclusion and representation still depend, to a large extent, on the individual efforts of teachers, highlighting gaps in teacher training and the urgent need for institutional policies that integrate education and care with the recognition of multiple childhoods.