Immigrant children in public school: perceptions of teachers

Detalhes bibliográficos
Autor(a) principal: Russo, Kelly
Data de Publicação: 2019
Outros Autores: Mendes, Leila, Borri-Anadon, Corina
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/6943
Resumo: This article presents a qualitative study on the perceptions of teachers about immigrant or refugee children in public schools. It is based on the critical perspective of intercultural education and in the historical-cultural concept. Interviews were conducted between 2018 and 2019 with ten teachers of the first five years in a municipal elementary school in Duque de Caxias, Rio de Janeiro. All the teachers have over twelve years of experience in basic education, and had Congolese or Angolan children in their classes. We identified that the presence of immigrant children, which could initially be a difficult element for the teaching-learning process, has motivated new reflections on differences, inequalities, prejudices and discrimination in schools.
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spelling Immigrant children in public school: perceptions of teachersNiños inmigrantes en la escuela pública: percepciones del profesoradoScolarisation à l’école publique d’enfants en situation d’immigration: perception des enseignantsCrianças em situação de imigração na escola pública: percepções de docentesÉcole PrimaireImmigrationRéfugiésProgramme d’ÉtudesEnseñanza PrimariaInmigraciónRefugiadosPrograma de EstudiosElementary SchoolImmigrationRefugeesCurriculumEnsino FundamentalImigraçãoRefugiadosCurrículoThis article presents a qualitative study on the perceptions of teachers about immigrant or refugee children in public schools. It is based on the critical perspective of intercultural education and in the historical-cultural concept. Interviews were conducted between 2018 and 2019 with ten teachers of the first five years in a municipal elementary school in Duque de Caxias, Rio de Janeiro. All the teachers have over twelve years of experience in basic education, and had Congolese or Angolan children in their classes. We identified that the presence of immigrant children, which could initially be a difficult element for the teaching-learning process, has motivated new reflections on differences, inequalities, prejudices and discrimination in schools.Este artículo presenta una investigación cualitativa sobre las percepciones de docentes sobre los niños inmigrantes o refugiados en las escuelas públicas, basada en la perspectiva crítica de la educación intercultural y la concepción histórico-cultural. Las entrevistas se realizaron entre 2018 y 2019 con diez profesores del primer ciclo de enseñanza primaria, de una escuela municipal en Duque de Caxias, Río de Janeiro, con más de doce años de experiencia en educación básica y que tenían niños congoleños o angoleños en sus clases. Identificamos que la presencia de niños inmigrantes, que inicialmente podría ser un elemento obstaculizador para el proceso de enseñanza-aprendizaje, ha sido un motor para nuevas reflexiones sobre diferencias, desigualdades, prejuicios y discriminación en el espacio escolar.Cet article présente une recherche qualitative sur les perceptions des enseignants concernant des enfants en situation d’immigration ou de réfuge, ancrée sur la perspective critique de l’éducation interculturelle et la conception historico-culturelle. Des entretiens ont été menés entre 2018 et 2019 auprès de dix enseignants de l’Enseignement élementaire d’une école comunale de Duque de Caxias, Rio de Janeiro, ces enseignants avec douze ans et plus d’expérience avaient dans leurs classes des enfants congolais ou angolais. Nous avons constaté que la présence d’enfants en situation d’immigration qui, au départ, aurait pu rendre difficile le processus d’enseignement-apprentissage est plutôt un moteur de nouvelles réflexions sur les différences, les inégalités, les préjugés et la discrimination dans l’espace scolaire.Este artigo apresenta uma pesquisa qualitativa sobre as percepções de docentes a respeito de crianças em situação de imigração ou de refúgio na escola pública, baseada na perspectiva crítica de educação intercultural e na concepção histórico-cultural. Foram realizadas entrevistas entre 2018 e 2019 com dez professores do Ensino Fundamental I de uma escola municipal de Duque de Caxias, Rio de Janeiro, com mais de doze anos de experiência na educação básica e que tiveram, em suas turmas, crianças congolesas ou angolanas. Identificamos que a presença de crianças em situação de imigração, que inicialmente se poderia constituir em um elemento dificultador para o processo de ensino-aprendizagem, tem sido um motor para novas reflexões sobre diferenças, desigualdades, preconceitos e discriminação no espaço escolar.Fundação Carlos Chagas2019-11-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/6943Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 256-272Cadernos de Pesquisa; Vol. 50 Núm. 175: jan./mar.2020; 256-272Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 256-272Cadernos de Pesquisa; v. 50 n. 175: jan./mar.2020; 256-2721980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/6943/pdfCopyright (c) 2020 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessRusso, KellyMendes, LeilaBorri-Anadon, Corina2022-09-28T15:42:51Zoai:ojs.publicacoes.fcc.org.br:article/6943Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-09-28T15:42:51Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Immigrant children in public school: perceptions of teachers
Niños inmigrantes en la escuela pública: percepciones del profesorado
Scolarisation à l’école publique d’enfants en situation d’immigration: perception des enseignants
Crianças em situação de imigração na escola pública: percepções de docentes
title Immigrant children in public school: perceptions of teachers
spellingShingle Immigrant children in public school: perceptions of teachers
Russo, Kelly
École Primaire
Immigration
Réfugiés
Programme d’Études
Enseñanza Primaria
Inmigración
Refugiados
Programa de Estudios
Elementary School
Immigration
Refugees
Curriculum
Ensino Fundamental
Imigração
Refugiados
Currículo
title_short Immigrant children in public school: perceptions of teachers
title_full Immigrant children in public school: perceptions of teachers
title_fullStr Immigrant children in public school: perceptions of teachers
title_full_unstemmed Immigrant children in public school: perceptions of teachers
title_sort Immigrant children in public school: perceptions of teachers
author Russo, Kelly
author_facet Russo, Kelly
Mendes, Leila
Borri-Anadon, Corina
author_role author
author2 Mendes, Leila
Borri-Anadon, Corina
author2_role author
author
dc.contributor.author.fl_str_mv Russo, Kelly
Mendes, Leila
Borri-Anadon, Corina
dc.subject.por.fl_str_mv École Primaire
Immigration
Réfugiés
Programme d’Études
Enseñanza Primaria
Inmigración
Refugiados
Programa de Estudios
Elementary School
Immigration
Refugees
Curriculum
Ensino Fundamental
Imigração
Refugiados
Currículo
topic École Primaire
Immigration
Réfugiés
Programme d’Études
Enseñanza Primaria
Inmigración
Refugiados
Programa de Estudios
Elementary School
Immigration
Refugees
Curriculum
Ensino Fundamental
Imigração
Refugiados
Currículo
description This article presents a qualitative study on the perceptions of teachers about immigrant or refugee children in public schools. It is based on the critical perspective of intercultural education and in the historical-cultural concept. Interviews were conducted between 2018 and 2019 with ten teachers of the first five years in a municipal elementary school in Duque de Caxias, Rio de Janeiro. All the teachers have over twelve years of experience in basic education, and had Congolese or Angolan children in their classes. We identified that the presence of immigrant children, which could initially be a difficult element for the teaching-learning process, has motivated new reflections on differences, inequalities, prejudices and discrimination in schools.
publishDate 2019
dc.date.none.fl_str_mv 2019-11-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/6943
url https://publicacoes.fcc.org.br/cp/article/view/6943
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/6943/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2020 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 256-272
Cadernos de Pesquisa; Vol. 50 Núm. 175: jan./mar.2020; 256-272
Cadernos de Pesquisa; Vol. 50 No. 175: jan./mar.2020; 256-272
Cadernos de Pesquisa; v. 50 n. 175: jan./mar.2020; 256-272
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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