Educação dos imigrantes bolivianos em São Paulo: uma proposta pedagógica

• Autor(a) principal: Galves, Iracema Cerdán
• Data de Publicação: 2009
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/29011
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO; Educação; Imigração; Inclusão; Education; Immigration; Inclusion

The objective of this work is to analyze the schooling received by Bolivian immigrants, or theirs sons or daughters, living in São Paulo. To enable this research to be carried out, I conducted classroom observations of a state primary school (Escola Municipal de Educação Infantil) and held conversations with the children‟s parents. Furthermore, I conducted a bibliographic research in order to have a better understanding of how these immigrants live. This work is important on both the social level, as the number of Bolivian immigrants is steadily increasing, and on the academic level, considering the lack of bibliographical material dealing with the present immigration to São Paulo. There is even less material on the inclusion of these immigrants in the school environment. It was noted that even though these people live in poor conditions, they consider education to be important. Bolivian parents make themselves present, and show concern towards their children‟s performance at school. The main difficulty experienced by the children is the language, given that their parents usually speak Portuguese poorly, and that at school the children are expected to communicate in Portuguese with their Brazilian classmates, teachers and school workers. Issues such as difficulty in acquiring literacy, and whereas discrimination came up in reports, it was not in evidence in the school I worked with. The specific school I observed does little to integrate immigrant students. Considering this reality, this work also suggests making an educational intervention with the teaching staff in order to help them reflect on the school„s problems, and to provide teacher training in the relevant areas