Entre zonas de silêncio e (re)existências: a trajetória de crianças venezuelanas nas escolas de educação infantil de Santa Maria/RS

• Autor(a) principal: Tonetto, Maria Luiza Posser
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• Texto Completo: http://repositorio.ufsm.br/handle/1/27719
• topic: Migrações internacionais; Criança; Educação infantil; Venezuela; International migration; Children; Early childhood education; Migraciones internacionales; Niños; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The increase in migration flows to Brazil since 2010 has imposed a new look international migrations, especially from the Global South. Within this context, the number of immigrant children in Brazil has also increased, requiring a specific look at the children of this social group. In this sense, this research focuses on the experience of Venezuelan children in Early Education and seeks to identify the challenges and possibilities in the social and educational fields to the access and permanence of immigrant children in the municipal education. The motivation for this research lies in the possibility of following trajectories and experiences of Venezuelan children in Early Childhood Education in Santa Maria/RS, their main difficulties and challenges since their arrival in Brazil, as well as in the permanence and reception in the educational enviroment. Although this is a case study of Santa Maria/RS, it can become a starting point to discuss and suggest public policies based on emancipatory and intercultural education that fights against discrimination. The problem that directs this research is: what are the challenges and possibilities for guaranteeing the early years education right to venezuelan children in Brazil based on the experiences in the municipal network of education in Santa Maria/RS? Given the research problematic its general objective is to identify the challenges and possibilities in the social and educational fields to the access and permanence of Venezuelan children in school, from the experience of the students enrolled in the municipal network of early years education in Santa Maria/RS. Through the monitoring of immigrant children in educational institutions I seek to find methodological approaches that break thru the universalization and impersonality historically produced by coloniality and adultcentrism, presenting the immigrant child as a subject that has its word, produces culture and that must participate in the political space. The research is methodologically grounded in ethnographic principles and in the methodology of research with children. As a consequence, its methodological approach is committed to breaking the adult-centric logic that guides social and human sciences, so the field research in municipal schools will be based on the encounter, dialogue, observation and especially in the listening venezuelan children. The research raised reflections about the gaps in the right to education, as well as the need to work on the construction and inclusion of different knowledges, ways of being and staying within the spaces of Early Childhood Education.