No meio do caminho tinha muitas pedras: o processo de inclusão de crianças em situação de imigração e/ou de refúgio na escola pública de Duque de Caxias

Abstract

This work aims to analyze the process of inclusion of children in refugee situations in a public school in Duque de Caxias in Rio de Janeiro from the perspective of the field diary of the observers. For this, in 2019, we carried out a case study in a municipal school in this municipality of Baixada Fluminense and through pedagogical workshops, which involved children in refugee/immigration situations (Congolese and Angolan) and Brazilians, we tried to observe how they perceive their relationship with different school subjects and in the context where they live. The development of this research demonstrated the persistence of racism in everyday school life, the existence of prejudiced and xenophobic attitudes towards names and cultural aspects of African children, demonstrating how a European standard still remains the ideal in the school imagination. On the other hand, our research also points out that the presence of children in a situation of immigration at school affects and sensitizes the school team, which included the theme of migration in the school's pedagogical political project, seeking to involve Brazilian and foreign families in the debate on the role of the school in welcoming these children. Another result of the research was to demonstrate the importance of courses that debate the perspective of critical interculturality in initial and continuing teacher education, so that they feel more prepared to deal critically, creatively and sensitively with the cultural diversity that exists in the classroom.