Imigração e Inclusão: em busca de práticas pedagógicas inclusivas nas aulas de Geografia para estudantes imigrantes nas escolas municipais de Joinville- SC

Abstract

This study investigates the pedagogical practices adopted for inclusive education by Geography teachers in the municipal public school system of Joinville (SC), with regard to immigrant students. The research stems from the challenge posed by the idea of including immigrant students in the classroom, considering the significant increase in this population in Joinville’s schools in recent years. The main objective of the study is to reflect on the inclusive pedagogical practices employed by Geography teachers in relation to immigrant students during the learning process. In other words, it seeks to understand how teachers in municipal public schools develop — or fail to develop — inclusive education activities for immigrant students within the school environment. The study aims to explore the reality experienced by Geography teachers when dealing with the challenges of including these students. It also seeks to understand the teaching strategies used by Geography teachers to include immigrant students, as well as to analyze the difficulties and the social, pedagogical, and cultural potentialities experienced daily in schools by immigrant students, from the perspective of Geography teachers. Finally, the study also aims to observe whether the practices implemented incorporate cultural elements related to the students. Regarding the methodological approach, this is a qualitative, exploratory research based on semi-structured interviews with middle school Geography teachers, specifically those teaching 6th to 9th grades. Data analysis follows Bardin’s (2016) content analysis methodology, which relies on qualitative research techniques and prioritizes interview narratives, grouping them by similarities. Among its findings, the research highlights the lack of teacher training to address the demands posed by international migration.