Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Meconi, Samantha
 |
| Orientador(a): |
Véras, Maura Pardini Bicudo
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ciências Sociais
|
| Departamento: |
Faculdade de Ciências Sociais
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/41210
|
Resumo: |
This abstract presents a research on Early Childhood Education and the care provided to Haitian migrant children in the Child Education Centers (CEIs) of both direct and affiliated networks within the Municipal Education System of São Paulo. This study explores a peripheral context and the challenges faced during the pandemic, aiming to contribute to the understanding of the education and care offered to infants and migrant children in collective and public Early Childhood Education spaces, as well as to the broader research involving infants and children. The research analyzes how the care and education of migrant infants and children are addressed in the legislative documents of São Paulo's Early Childhood Education, guiding current pedagogical practices in the CEIs of both direct and affiliated networks in the city of São Paulo. This study also recounts the experiences of caring for Haitian migrant infants and children during the pandemic and the initial phase of the return to in-person education. It is a qualitative study that employs document analysis and participant observation as strategies to examine the alignment of observed practices in CEIs with the guidelines established in normative documents, particularly the City Curriculum - Migrant Peoples. The theoretical framework for this research was made up of authors who analyze and discuss issues of migration and the sociology of childhood. It was observed how visual representations of the migrant population, cultural diversity and the promotion of migrant identity in educational environments were present in the daily life of CEIs. By analyzing the objectives and the data collected, it can be concluded that, except for the translation of tickets using Google Translate and a festival of nations, no significant curricular actions were observed to promote the integration of migrant culture in the Early Childhood Education Centers (CEIs) |
