Immigration and childhood education: analysis of the relationship between EMEI and family from the report of a Bolivian mother

• Autor(a) principal: Braga, Adriana De Carvalho Alves
• Data de Publicação: 2021
• Outros Autores: Souza Neto, João Clemente de, Santos, José Paulo Ferreira dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zero-a-seis
• Texto Completo: https://periodicos.ufsc.br/index.php/zeroseis/article/view/73276

In this article, we discuss some elements that contribute to the understanding of the presence of immigrant children or of immigrant origin, in Early Childhood Education, based on the narrative of an immigrant mother. The concepts of diversity, identity and difference were analyzed, trying to understand them as necessary categories for the study of the dynamics established from the presence of immigrant children at school. To get to know the problem from the family's perspective, we developed a script of questions that led to an interview with a Bolivian mother who has young children enrolled in Early Childhood. The results of the interview showed that xenophobia situations persist, which manifest themselves through pejorative nicknames in relation to the phenotype, origin and customs, and dialogues with the debates necessary to build welcoming strategies.