Imigrantes latino-americanos na escola municipal de são paulo: sin pertenencias, sino equipaje - formação docente, o currículo e cultura escolar como fontes de acolhimento

• Autor(a) principal: Braga, Adriana de Carvalho Alves
• Data de Publicação: 2019
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/24674
• topic: educação para imigrantes; interculturalidade; formação docente; currículo; cultura escolar; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This thesis aims to analyze the Education from phenomenon of contemporary migration in the city of São Paulo through the school, immigration and Latin American culture interface. The city of São Paulo has received, in recent years, a flow characterized by regional and south-south axis migrants and, in schools located in the regions of the city where these immigrants are concentrated, there is a greater number of enrollments. Education for immigrants is a complex issue and has its foundations in guaranteeing fundamental rights, and the right to education is achieved through access, permanence and completion. Access and completion are governed by the guidelines established by the State (CF 1988, ECA 8.069 / 90 and LDB 9.394 / 96), and were discussed by Magalhães (2010) and Waldman (2012). Therefore, what leads this research is to know the conditions of permanence, that is to say, how the educational rights of these immigrant students are ensured from the pedagogical action and, to understand this phenomenon, we have chosen teacher´s training axes, the curricular practices and school culture. Through dialogues with educators, we seek to discover how the school is pedagogically reorganized to accommodate immigrants and immigrant students, revealing the pedagogical strategies used to ensure visibility and appreciation of cultural repertoires. The document presents an overview of contemporary migratory flows, the discussion on the integration of Latin America and the role of the school in this circulation of knowledge and a survey on academic production in the area of Immigrant Education. For an approach to the research objective, we conducted a survey, which provided the lifting of the central themes of the investigation. We selected three municipal public schools, depending on the number of immigrant students enrolled and we entered the daily life of these schools, through the analysis of the school documentation: JEIF books, PPP, school secretary documentation, Facebook page, photographs and minutes of Pedagogical Meeting; We interviewed Educational Coordinators and Professors of Art, Geography, History and Portuguese Language, using semistructured scripts. We also interviewed the Senior Coordinator of ‘Núcleo de Educação Étnicoracial’ (2013-2016), who presented the training program implemented in their management. The educators' narratives allowed us to reveal how this immigrant face is perceived in the school and how this presence has the potential to deepen some discussions about the daily life of the school, such as racial belonging, appreciation of the school environment and prominence of the students. With regard to training, teachers point out criticisms of undergraduate courses, question the absence of continuing education events on this topic and mention the JEIF as a potential space for these reflections. Analyzing the curriculum taught, it was possible to verify that the inclusion of themes and concepts that dialogue with the appreciation of the cultural repertoires of immigrant students is part of the demand presented by the human landscape itself that the school receives. Some of the pedagogical actions explain the welcome and denote an approach with the intercultural perspective, understood as social action (CANDAU, 2000)