Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo

Abstract

Experiences as a Brazilian teacher in Japan and Angola aroused and made the author aware of the new educational phenomenon related to the presence of immigrant students in schools. The worldwide migratory movement has resulted in changes in the school setting, producing a new school profile, in which the intensification of ethnic-racial diversity brings new and serious challenges to the curriculum. The main problems in this study are the difficulties in the process of socialization and school learning of immigrant students in public schools, especially due to the lack of knowledge of the language, the absence of public policies for teacher education, where they have shown efforts to learning to take place in this new reality and the general inadequacy of the curriculum for interculturality. The objective of the research is to identify and analyze the strategies used by the school and the migrant students to overcome their difficulties of insertion in this multicultural environment. The field of study is a state public school, located in the Brás neighborhood, in the city of São Paulo. As a theoretical framework, resort to the following authors and their concepts: Candau (2016) - Education for Interculturality; Freire (2011) - Liberating Education; Dussel (2012) - Ethics of Liberation; Sacristán (1999) and Torres Santomé (2013) - Curricular Violence; and Hall (2015) - Identity. The research methodology is qualitative; Data were collected through observation and interviews, in ethnographic mode