Alunos imigrantes bolivianos: práticas pedagógicas, experiência e inserção escolar

• Ano de defesa: 2024
• Autor(a) principal: Silva, Nícolas Brandão Moreira da
• Orientador(a): Rodrigues, Leda Maria de Oliveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação: História, Política, Sociedade
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Imigração; Educação; Práticas pedagógicas; Experiência escolar; Alunos imigrantes
• Palavras-chave em Inglês: Immigration; Education; Pedagogical practices; School experience; Immigrant students
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/43913

This research was carried out in two schools in the Pari region of São Paulo, located in an urban area that has historically received large migratory flows, most recently migrants from Latin America and Africa. The research sought to investigate whether the presence of these migrant students in these schools, anonymously referred to as EMEF A and EMEF B, had an impact on the pedagogical practices developed on a daily basis. The research also sought to investigate the relationship and experience of these migrant students with the school and the territory in which they live. The hypothesis was that pedagogical practices would be modified, either individually by teachers or in school policy. To investigate teaching practices, we used a class observation script, a questionnaire with open-ended questions and occasional conversations with the teachers. To nvestigate students' experiences, semi-structured interviews were conducted in trios or pairs. The hypothesis was confirmed in that the research identified changes in practice in both schools, but at different levels. In EMEF A, the entire political-pedagogical structure was changed, as well as the teaching strategies, in an integrated way between the coordinators and the teachers. In EMEF B, on the other hand, the changes in the political-pedagogical plan did not lead to an integrated change, but it was noted that some teachers, individually and collectively, began to develop practices aimed at promoting a better integration of these immigrants. It was concluded that the change of strategy coordinated in EMEF A has led to better results in the reception of the immigrant population, while in EMEF B the practices of the teachers involved, although good, have not been sufficient to guarantee the cultural insertion and integration of these pupils