Educação intercultural e migração: políticas públicas e ações educacionais no município de São Paulo

• Ano de defesa: 2025
• Autor(a) principal: Masella, Ana Paula Ignácio
• Orientador(a): Silveira, Nádia Dumara Ruiz
• 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: Currículo
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Interculturalidade; Migração; Políticas públicas; Currículo e; Ações educacionais
• Palavras-chave em Inglês: Interculturality; Migration; Educational policies; Curriculum; Educational actions
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/46585

This thesis investigates the articulation between intercultural education, migration, and curriculum, with an emphasis on public policies and educational actions aimed at Latin American migrants in the municipality of São Paulo. The general objective of this investigation is to analyze the interfaces between legal frameworks, curricular documents, implemented programs, and indicators of actions developed in school units, using as a reference the City Curriculum: Migrant Peoples and reports from the Municipal Education Secretariat of São Paulo. Using a qualitative approach, bibliographic research and document analysis are employed as methodological procedures. Based on authors such as Candau (2008), Santos (2003), Waldman (2012), and Oliveira (2019), the work problematizes the limits and possibilities of public schools in the face of increasing cultural diversity, especially from the mapping of migrant enrollments by Regional Education Directorate (DRE) between 2020 and 2023. In this sense, a significant increase in students from countries such as Bolivia, Venezuela, and Haiti is observed. The theoretical framework, in addition to focusing on the relevance of cultural diversity, also articulates with the concepts of human rights, social justice, and global citizenship. The reflections and knowledge built contribute to the improvement of public policies aimed at addressing inequalities from the perspective of the inclusion of migrants in the municipality of São Paulo, considered as historically invisible subjects in society. Educational policies that consider the cultural difference of this social group aim to guarantee the right to learning and the recognition of migrant identities in the school environment