Onde estão as crianças imigrantes? Invisibilidade e exclusão no contexto da educação infantil

Abstract

The complex phenomenon of immigration invites us to turn our gaze to children who experience along with adults the dramatic phenomenon of migratory flows. The research defended in the Teaching and Learning line of the Graduate Program in Education at UEPG has as its goal the study of invisibility of immigrant children in the educational action of Early Childhood Education. The question that guided the research refers to the place that immigrant children occupy in the Early Childhood Education context. Therefore, we take as a general objective understand the place of immigrant children in the Early Childhood Education context. And as specific objectives, to analyze the relationship between educational action and the exclusion/invisibilization processes of immigrant children. To know the experiences of immigrant children in the educational action context. To characterize the relationships established between teachers and immigrant children in the educational action context. To achieve our goals, the investigation took place in a CMEI (Municipal Center for Early Childhood Education) and an elementary school that serves Early Childhood Education classes in the municipality of Ponta Grossa-PR. The study was configured as qualitative research, which takes as methodology the bibliographic study and field research. Some instruments were used to generate data, such as participant observation, narrative meetings and interviews with the teachers who cared for these children. We based our studies on the studies of Candau (2008, 2010), Fleuri (2003), Tomás (2008), Norões (2022), among others. The research pointed out that the number of immigrant children in Early Childhood Education has been increasing and, as a result, teachers face challenges in proposing intercultural practices that enable a meaningful welcome for children and their families. This makes immigrant children assume a place of invisibility and exclusion evidenced in the absence of precise data that considers them, continuing education that deals with the theme and proposals that welcome their culture, language, values, beliefs and customs. The investigation presents the need to develop and deepen research that considers the intercultural education as a possibility in educational actions with immigrant children in Early Childhood Education.