Bolivian children in early childhood education in São Paulo: adaptation, vulnerabilities and tensions

Detalhes bibliográficos
Autor(a) principal: Freitas, Marcos Cezar de
Data de Publicação: 2015
Outros Autores: SIlva, Ana Paula
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNIFESP
Texto Completo: https://www.scielo.br/j/cp/a/DSLbNt9qscNqGZCNk8BS9xP/?lang=pt
https://repositorio.unifesp.br/xmlui/handle/11600/63698
http://dx.doi.org/10.1590/198053143246
Resumo: This article analyzes tense and contradictory aspects witnessed in a study of the adaptation of Bolivian children to early childhood education in public schools in Sao Paulo city. Analysis focuses on the complexity that permeates the relationship of these children with their teachers. Interactions between Bolivian children and other children were observed. Observation lasted two years and the information collected was recorded in a field diary. The ethnographic fieldwork was complemented by open interviews. The observation allowed understanding the meaning of being a foreigner in early childhood education in Sao Paulo city and the construction of stigmas associated with the production of difference as a disadvantage for the newly arrived children.
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spelling Freitas, Marcos Cezar deSIlva, Ana Paulahttp://lattes.cnpq.br/6855478178963979São Paulo2022-04-06T16:30:37Z2022-04-06T16:30:37Z2015-07-04https://www.scielo.br/j/cp/a/DSLbNt9qscNqGZCNk8BS9xP/?lang=pthttps://repositorio.unifesp.br/xmlui/handle/11600/63698http://dx.doi.org/10.1590/198053143246This article analyzes tense and contradictory aspects witnessed in a study of the adaptation of Bolivian children to early childhood education in public schools in Sao Paulo city. Analysis focuses on the complexity that permeates the relationship of these children with their teachers. Interactions between Bolivian children and other children were observed. Observation lasted two years and the information collected was recorded in a field diary. The ethnographic fieldwork was complemented by open interviews. The observation allowed understanding the meaning of being a foreigner in early childhood education in Sao Paulo city and the construction of stigmas associated with the production of difference as a disadvantage for the newly arrived children.23porFundação Carlos Chagas - Cadernos de PesquisaIMMIGRATIONBOLIVIAN CHILDRENINCLUSIVE EDUCATIONBolivian children in early childhood education in São Paulo: adaptation, vulnerabilities and tensionsNiños bolivianos en la educación infantil de São Paulo: adaptación, vulnerabilidades y tensionesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UNIFESPinstname:Universidade Federal de São Paulo (UNIFESP)instacron:UNIFESPEscola de Filosofia, Letras e Ciências Humanas (EFLCH)EducaçãoLaboratório de Pesquisa e Escuta do Atendimento Educacional Especializado (LAPEAEE)ORIGINALCrianças bolivianas na educação infantil de São Paulo - adaptação, vulnerabilidades e tensões.pdfCrianças bolivianas na educação infantil de São Paulo - adaptação, vulnerabilidades e tensões.pdfEste artigo analisa aspectos contraditórios e tensos presenciados na pesquisa sobre a adaptação de crianças bolivianas à rede municipal de educação infantil da cidade de São Paulo. O centro da análise está na complexidade que permeia o relacionamento dessas crianças com suas professoras. Foram observadas de perto interações entre crianças bolivianas e não bolivianas e de todas com seus professores. O foco direcionou-se predominantemente ao relacionamento entre crianças e professores. O período de observação foi de dois anos e as informações, trabalhadas em caderno de campo. O registro etnográfico foi complementado com entrevistas abertas. A observação possibilitou coletar o sentido que a condição de estrangeiro adquire na educação infantil de São Paulo e a construção de estigmas associados à produção da diferença como desvantagem para a criança que chega.This article analyzes tense and contradictory aspects witnessed in a study of the adaptation of Bolivian children to early childhood education in public schools in Sao Paulo city. Analysis focuses on the complexity that permeates the relationship of these children with their teachers. Interactions between Bolivian children and other children were observed. Observation lasted two years and the information collected was recorded in a field diary. The ethnographic fieldwork was complemented by open interviews. The observation allowed understanding the meaning of being a foreigner in early childhood education in Sao Paulo city and the construction of stigmas associated with the production of difference as a disadvantage for the newly arrived children. Este artículo analiza aspectos contradictorios y tensos verificados en la investigación sobre la adaptación de niños bolivianos a la red municipal de educación infantil de la ciudad de São Paulo. El centro del análisis reside en la complejidad presente en la relación de dichos niños con sus maestras. Se observaron de cerca interacciones entre niños bolivianos y no bolivianos y de todos ellos con sus maestros. El enfoque se dirigió predominantemente a la relación entre niños y maestros. El periodo de observación fue de dos años y las informaciones fueron trabajadas en el diario de campo. El registro etnográfico fue complementado con entrevistas abiertas. La observación posibilitó capturar el sentido que la condición de extranjero adquiere en la educación infantil de São Paulo y la construcción de estigmas asociados a la producción de la diferencia como desventaja para el niño que llega.application/pdf521931${dspace.ui.url}/bitstream/11600/63698/1/Crian%c3%a7as%20bolivianas%20na%20educa%c3%a7%c3%a3o%20infantil%20de%20S%c3%a3o%20Paulo%20-%20adapta%c3%a7%c3%a3o%2c%20vulnerabilidades%20e%20tens%c3%b5es.pdfd9e45d4bdefad04697a7859b36971856MD51open accessLICENSElicense.txtlicense.txttext/plain; charset=utf-85863${dspace.ui.url}/bitstream/11600/63698/2/license.txt6aa52f3fa9c0cb0e6660ca91df854a1dMD52open accessTEXTCrianças bolivianas na educação infantil de São Paulo - adaptação, vulnerabilidades e tensões.pdf.txtCrianças bolivianas na educação infantil de São Paulo - adaptação, vulnerabilidades e tensões.pdf.txtExtracted 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dc.title.pt_BR.fl_str_mv Bolivian children in early childhood education in São Paulo: adaptation, vulnerabilities and tensions
dc.title.alternative.pt_BR.fl_str_mv Niños bolivianos en la educación infantil de São Paulo: adaptación, vulnerabilidades y tensiones
title Bolivian children in early childhood education in São Paulo: adaptation, vulnerabilities and tensions
spellingShingle Bolivian children in early childhood education in São Paulo: adaptation, vulnerabilities and tensions
Freitas, Marcos Cezar de
IMMIGRATION
BOLIVIAN CHILDREN
INCLUSIVE EDUCATION
title_short Bolivian children in early childhood education in São Paulo: adaptation, vulnerabilities and tensions
title_full Bolivian children in early childhood education in São Paulo: adaptation, vulnerabilities and tensions
title_fullStr Bolivian children in early childhood education in São Paulo: adaptation, vulnerabilities and tensions
title_full_unstemmed Bolivian children in early childhood education in São Paulo: adaptation, vulnerabilities and tensions
title_sort Bolivian children in early childhood education in São Paulo: adaptation, vulnerabilities and tensions
author Freitas, Marcos Cezar de
author_facet Freitas, Marcos Cezar de
SIlva, Ana Paula
author_role author
author2 SIlva, Ana Paula
author2_role author
dc.contributor.authorLattes.pt_BR.fl_str_mv http://lattes.cnpq.br/6855478178963979
dc.contributor.author.fl_str_mv Freitas, Marcos Cezar de
SIlva, Ana Paula
dc.subject.por.fl_str_mv IMMIGRATION
BOLIVIAN CHILDREN
INCLUSIVE EDUCATION
topic IMMIGRATION
BOLIVIAN CHILDREN
INCLUSIVE EDUCATION
description This article analyzes tense and contradictory aspects witnessed in a study of the adaptation of Bolivian children to early childhood education in public schools in Sao Paulo city. Analysis focuses on the complexity that permeates the relationship of these children with their teachers. Interactions between Bolivian children and other children were observed. Observation lasted two years and the information collected was recorded in a field diary. The ethnographic fieldwork was complemented by open interviews. The observation allowed understanding the meaning of being a foreigner in early childhood education in Sao Paulo city and the construction of stigmas associated with the production of difference as a disadvantage for the newly arrived children.
publishDate 2015
dc.date.issued.fl_str_mv 2015-07-04
dc.date.accessioned.fl_str_mv 2022-04-06T16:30:37Z
dc.date.available.fl_str_mv 2022-04-06T16:30:37Z
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dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.pt_BR.fl_str_mv https://www.scielo.br/j/cp/a/DSLbNt9qscNqGZCNk8BS9xP/?lang=pt
dc.identifier.uri.fl_str_mv https://repositorio.unifesp.br/xmlui/handle/11600/63698
dc.identifier.doi.pt_BR.fl_str_mv http://dx.doi.org/10.1590/198053143246
url https://www.scielo.br/j/cp/a/DSLbNt9qscNqGZCNk8BS9xP/?lang=pt
https://repositorio.unifesp.br/xmlui/handle/11600/63698
http://dx.doi.org/10.1590/198053143246
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 23
dc.coverage.spatial.pt_BR.fl_str_mv São Paulo
dc.publisher.none.fl_str_mv Fundação Carlos Chagas - Cadernos de Pesquisa
publisher.none.fl_str_mv Fundação Carlos Chagas - Cadernos de Pesquisa
dc.source.none.fl_str_mv reponame:Repositório Institucional da UNIFESP
instname:Universidade Federal de São Paulo (UNIFESP)
instacron:UNIFESP
instname_str Universidade Federal de São Paulo (UNIFESP)
instacron_str UNIFESP
institution UNIFESP
reponame_str Repositório Institucional da UNIFESP
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