Além das fronteiras: processos de escolarização de crianças venezuelanas em uma escola pública brasileira

• Ano de defesa: 2024
• Autor(a) principal: Mariane Lins
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FAE - FACULDADE DE EDUCAÇÃO; Programa de Pós-Graduação em Educação - Conhecimento e Inclusão Social; UFMG
• Palavras-chave em Português: Alunos migrantes internacionais; Processos de escolarização; Relação família-escola; Educação; Família e escola; Imigrantes - Educação; Estudantes estrangeiros - Venezuela; Direito à educação; Inclusão em educação
• Link de acesso: http://hdl.handle.net/1843/75840

This master’s dissertation aims to investigate the schooling process of Venezuelan students enrolled in the early years of Elementary Education in the municipal public school system of São José dos Pinhais–PR (Brazil), addressing the following dimensions: access to enrollment, academic performance, interaction with peers, and family-school relationship. The methodology consisted of a case study of a municipal school establishment and included both quantitative and qualitative procedures. The collection of empirical data utilized information from the INEP School Census/2022, data from the Municipal Department of Education and the school under investigation, semi-structured interviews with families and education professionals, and direct observation of daily school life. The results obtained indicate that the schooling of international migrant children faces complex and multifaceted challenges. Tensions in interactions with Brazilian peers are highlighted, as well as the influence on academic performance of factors such as the caregivers’ education level, the child's position in the family structure, the time elapsed since arrival in Brazil, and challenges associated with dynamics between family and school. Additionally, it was found that the families’ migrant status influences their educational strategies, particularly regarding linguistic issues and the choice of educational establishment. However, these strategies are also shaped by each family’s specificities and the individual characteristics of the children