AS DIFERENTES INFÂNCIAS QUE HABITAM A ESCOLA: BRINCADEIRAS, TERRITÓRIOS E A IMPORTÂNCIA DA ESCOLA NO ACOLHIMENTO DE CRIANÇAS EM SITUAÇÃO DE IMIGRAÇÃO NA ESCOLA PÚBLICA BRASILEIRA

Leila de Carvalho  Mendes; Luciana Pires Alves; Kelly Cristina Russo de  Souza

doi:10.5216/ia.v46i2.67913

THE DIFFERENT CHILDHOODS THAT INHABIT THE SCHOOL: GAMES, TERRITORIES AND THE IMPORTANCE OF THE SCHOOL IN WELCOMING IMMIGRANT CHILDREN IN THE BRAZILIAN PUBLIC SCHOOL

Authors

Leila de Carvalho Mendes Universidade do Estado do Rio de Janeiro (UERJ), Rio de Janeiro, Brasil, lcmendess@gmail.com https://orcid.org/0000-0003-2511-1527
Luciana Pires Alves Universidade do Estado do Rio de Janeiro (UERJ), Rio de Janeiro, Brasil, lualpires@gmail.com https://orcid.org/0000-0002-8470-4966
Kelly Cristina Russo de Souza Universidade do Estado do Rio de Janeiro (UERJ), Rio de Janeiro, Brasil, kellyrussobr@gmail.com https://orcid.org/0000-0003-1756-1173

DOI:

https://doi.org/10.5216/ia.v46i2.67913

Abstract

The article presents data from a case study carried out in a municipal public school in Duque de Caxias, Baixada Fluminense, in Rio de Janeiro. In this article, we present reflections from the pedagogical workshops held between August and December 2019, with six Brazilian children and five in immigration situations enrolled in the 1st EF segment. In the period, we tried to hear the children's voices and get to know their perceptions about the process of welcoming children and families in situations of immigration in public schools. We adopt the intercultural perspective as a mobilizer of our practical interventions and theoretical reflections, and we understand the culture of childhood in its interpretative dynamics and play as an open field and crossed by transitional phenomena. In this article, we discuss how the immigration process implies the invention of new places with the senses and feelings brought from other places: play as a way of producing multi-territoriality. We also see, as a result of the research, the importance of knowing the children's interpretations and constructions, of involving them in the debate and facing the dilemmas of the present time, in addition to the necessary adoption of a linguistic policy that values native languages as a possibility and power of constant recreation of the Brazilian school.

KEYWORDS: Childhood. Immigration. Public School. Multi-territoriality.

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Author Biographies

Leila de Carvalho Mendes, Universidade do Estado do Rio de Janeiro (UERJ), Rio de Janeiro, Brasil, lcmendess@gmail.com

Doutora em Língua Portuguesa pela UERJ e Mestre em Educação pela UFRJ. Possui experiência de mais de 30 anos em escolas, tanto como docente quanto como Orientadora pedagógica. É professora adjunta e pesquisadora da Faculdade de Educação da Baixada Fluminense – UERJ.

Luciana Pires Alves, Universidade do Estado do Rio de Janeiro (UERJ), Rio de Janeiro, Brasil, lualpires@gmail.com

Professora pesquisadora na Educação Básica do Município de Duque de Caxias e no Ensino Superior da Universidade do Estado do Rio de Janeiro (UERJ/FEBF). Professora do Programa de Pós-Graduação em Educação, Cultura e Comunicação (PPGECC). Docente da linha de pesquisa: EDUCAÇÃO, CULTURA E COMUNICAÇÃO EM PERIFERIAS URBANAS. Integrante do Grupo de Pesquisas AFROSIN-UFRRJ e do Coletivo Infâncias com parceria entre Uerj/FEBEF e UFRRJ.

Kelly Cristina Russo de Souza, Universidade do Estado do Rio de Janeiro (UERJ), Rio de Janeiro, Brasil, kellyrussobr@gmail.com

Doutora em Educação, PUC-Rio, com Pós Doutorado em Antropologia Social (PPGAS - Museu Nacional/UFRJ) e no Centro de Estudos sobre Ernicidades e Desigualdades na Educação na Universidade de Montreal. É Professora do Programa de Pós Graduação em Educação, Cultura e Comunicação da Faculdade de Educação da Baixada Fluminense. Coordena o Núcleo de Estudos sobre Povos Indigenas, Interculturalidade e Educação (NEPIIE) e colabora com o Grupo de Estudos sobre Linguagens e Educação (FEBF-UERJ/CAPES).

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Published

2021-08-31

How to Cite

MENDES, L. de C. .; ALVES, L. P.; SOUZA, K. C. R. de . THE DIFFERENT CHILDHOODS THAT INHABIT THE SCHOOL: GAMES, TERRITORIES AND THE IMPORTANCE OF THE SCHOOL IN WELCOMING IMMIGRANT CHILDREN IN THE BRAZILIAN PUBLIC SCHOOL. Journal Inter-Ação, Goiânia, v. 46, n. 2, p. 607–623, 2021. DOI: 10.5216/ia.v46i2.67913. Disponível em: https://revistas.ufg.br/interacao/article/view/67913. Acesso em: 20 dec. 2024.

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Issue

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

Section

Dossier Articles

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