A efetivação do direito à educação escolar de crianças imigrantes e refugiadas no sistema público de ensino do município de São Paulo

• Ano de defesa: 2024
• Autor(a) principal: Castro, Vívian Monsef de
• Orientador(a): Lima, Carolina Alves de Souza
• Tipo de documento: Dissertação
• 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 Direito
• Departamento: Faculdade de Direito
• País: Brasil
• Palavras-chave em Português: Crianças imigrantes e refugiadas; Educação escolar; Inclusão; Políticas públicas
• Palavras-chave em Inglês: Immigrant and refugee children; School education; Inclusion; Public policies
• Área do conhecimento CNPq: CNPQ::CIENCIAS SOCIAIS APLICADAS::DIREITO
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/42218

This research aims to identify measures, programs and projects that can be adopted by the municipality of São Paulo to accelerate and improve the process of inclusion of immigrant and refugee children into the public education system, in order to guarantee all of them access to the right to quality school education. To this end, firstly, the international and national legal systems for protecting the rights of children, and, more specifically, of immigrant and refugee children, are addressed. Next, the right to school education is discussed, mentioning the international and internal instruments that guarantee it. Next, the theme relating to human rights education is presented to demonstrate that it is essential not only for the realization of the right to inclusive and quality school education for immigrant and refugee children, but for all human rights. Soon after, through the analysis of the PISA 2022 results, the development of immigrant children from some of the countries assessed is examined, with the aim of demonstrating the disparity that exists between them and national children from these countries, and measuring in what way it can be eliminated or at least attenuated. Then, the social projects and public policies that have already been created and implemented by civil society and the municipality are mentioned to guarantee the access and permanence of immigrant children in the public municipal education system. Afterwards, a field study carried out in the municipal elementary schools Dr. Fábio da Silva Prado, Espaço Bitita and Duque de Caxias, which have a history of receiving immigrant students, is presented, with the purpose of verifying what are the biggest challenges experienced by education professionals and immigrant students themselves regarding inclusion, and what are the measures and actions that, in their point of view, the public authorities still need to promote to ensure quality education. In this topic, a critical study of the interviews is also carried out, highlighting the flaws in the public municipal education system that were highlighted by the interviewed professionals. Finally, bringing together the studies from the previous stages, proposals for measures, programs and projects are listed that can be adopted by the municipality of São Paulo in order to accelerate and improve the process of inclusion of immigrant and refugee children into the public education system, guaranteeing all of them access to the right to quality school education. The study methodology used is based on qualitative descriptive research, using the deductive method, with bibliographical and documentary research and analysis of normative sources. The interviews were carried out in person and remotely, following a semi-structured model. For analytical and interpretative reading, the hermeneutics of human rights is used as a reference, with emphasis on International Human Rights Law