BORDERS, MOBILITIES AND INEQUALITIES: A REFLECTION ON THE SCHOOL OF / AT INTERNATIONAL BORDER

• Autor(a) principal: Almeida, Luciane Pinho de
• Data de Publicação: 2020
• Outros Autores: Silva, Ana Maria de Vasconcelos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia em Revista (Online)
• Texto Completo: http://periodicos.pucminas.br/index.php/psicologiaemrevista/article/view/21325
• topic: fronteira; educação; escola de fronteira; desigualdade social; psicologia histórico-cultural

International borders are considered a zone of tension and conflicts experienced in the dialectical relations of exclusion / inclusion, spaces of incessant identity and cultural reconstruction. From this perspective, understanding education as a social process, this study aims to reflect on formal education in the context of/on the border of Corumbá (MS) Puerto Suarez and Puerto Quijarro (BO), focusing on students of Bolivian origin who study in schools on the Brazilian side of the border. This is a theoretical study with empirical reference, supported by research projects and based on the perspective of Historical-Cultural Psychology. The methodology used was bibliographic research, and the results highlight the need for education policies aimed at the transit between identity and territories differences, as well as discussions that go through the field of linguistic and educational policies for diversity. Keywords: Historical-Cultural Psychology, Frontier, Education, Frontier School, Social Inequality.