"A ESCOLA PEDIU A DOCUMENTAÇÃO E EU TIVE QUE EXPLICAR QUE SÓ TEM O PROTOCOLO DA POLÍCIA FEDERAL”: CRIANÇA REFUGIADA E EDUCAÇÃO

Maria Fernanda Rezende  Nunes; Domenique Sendra  Heiderique

doi:10.5216/ia.v46i2.67910

'THE SCHOOL ASKED FOR DOCUMENTATION AND I HAD TO EXPLAIN THERE’S ONLY THE PROTOCOL THAT THE FEDERAL POLICE GAVE US’: REFUGEE CHILDREN AND EDUCATION

Authors

Maria Fernanda Rezende Nunes Universidade Federal do Estado do Rio de Janeiro (UNIRIO), Rio de Janeiro, Brasil, nunes.mariafernandarezende@gmail.com https://orcid.org/0000-0003-3696-9369
Domenique Sendra Heiderique Universidade Federal do Estado do Rio de Janeiro (UNIRIO), Rio de Janeiro, Brasil, nick.sendra@gmail.com https://orcid.org/0000-0001-9454-9624

DOI:

https://doi.org/10.5216/ia.v46i2.67910

Abstract

Considering the concept of double vulnerability of the refugee child, this article intends to shed light over the conditions in these refugee children are inserted into educational institutions through the eyes of their mothers. We seek to relate interviews with five refugee women from the Democratic Republic of Congo who had children enrolled in public schools in 2019 with legal apparatuses that regulate education in Brazil, specifically in matters of documentation for access to educational institutions. The analysis alows identification of three contitioning factors that shed light on the challenges of refugee children integration: the difficulties of access to public schooling due to the lack of recognition of the validity of refuge papers, language as a barrier for integration and the prejudice experienced inside the school environment.

KEYWORDS: Education. Infancy. Refuge. Public School.

Downloads

Download data is not yet available.

Author Biographies

Maria Fernanda Rezende Nunes, Universidade Federal do Estado do Rio de Janeiro (UNIRIO), Rio de Janeiro, Brasil, nunes.mariafernandarezende@gmail.com

Professora Titular-Livre em Educação Infantil do Departamento de Didática da Universidade Federal do Estado do Rio de Janeiro. Possui graduação em Psicologia pela Pontifícia Universidade Católica do Rio de Janeiro (1981), mestrado em Educação pela Universidade do Estado do Rio de Janeiro (1995) e doutorado em Educação pela Universidade Federal do Rio de Janeiro (2005). É professora do Programa de Pós-Graduação em Educação da UNIRIO. Coordena o grupo de pesquisa Educação Infantil e políticas públicas (EIPP).

Domenique Sendra Heiderique, Universidade Federal do Estado do Rio de Janeiro (UNIRIO), Rio de Janeiro, Brasil, nick.sendra@gmail.com

Mestra em Educação pela Universidade Federal do Estado do Rio de Janeiro (UNIRIO). Possui graduação em Pedagogia pela Universidade do Estado do Rio de Janeiro (2015). Atualmente é professora nos anos iniciais da Prefeitura da Cidade do Rio de Janeiro. Tem experiência na área de Educação, com ênfase em Refúgio e Migração.

Downloads

PDF (Português (Brasil))

Published

2021-08-31

How to Cite

NUNES, M. F. R. .; HEIDERIQUE, D. S. . ’THE SCHOOL ASKED FOR DOCUMENTATION AND I HAD TO EXPLAIN THERE’S ONLY THE PROTOCOL THAT THE FEDERAL POLICE GAVE US’: REFUGEE CHILDREN AND EDUCATION. Journal Inter-Ação, Goiânia, v. 46, n. 2, p. 662–678, 2021. DOI: 10.5216/ia.v46i2.67910. Disponível em: https://revistas.ufg.br/interacao/article/view/67910. Acesso em: 17 jul. 2024.

Download Citation

Issue

Vol. 46 No. 2 (2021): Education, childhood and international immigration processes in Brazil among the 19th to 21st centuries

Section

Dossier Articles

License

Inter-Ação uses the Creative Commons Attribution 4.0 License for Open Access Journals (Open Archives Initiative - OAI) as the basis for the transfer of rights. Open access means making documents available on the Internet free of charge, so that users can read, download, copy, distribute, print, search, or link to the full text of documents, process them for indexing, use them as input data for software programs, or use them for any other lawful purpose, without financial, legal, or technical barriers.

Authors publishing in this journal agree to the following conditions:

1) Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License, which permits redistribution of the work with attribution and first publication in this journal.

2) Authors are permitted to enter into additional, separate agreements for non-exclusive distribution of the version of the work published in this journal (e.g., for publication in an institutional repository or as a book chapter), with attribution and first publication in this journal.

3) Authors are permitted and encouraged to publish and distribute their work online (e.g. in institutional repositories or on their home page) at any time before or during the editorial process, as this may generate productive changes as well as increase the impact and citation of the published work.