PEDAGOGICAL PRACTICES OF INCLUSION OF MIGRANTS AND REFUGEES IN BRAZILIAN SCHOOLS

Abstract

In Brazil, since the middle of the last decade, the arrival of migrant and refugee children and adolescents have led to an increase in school enrolments. Seeking to contribute to the debate on migration and education, this article analyzes the pedagogical practices made by education professionals in order to include migrant and refugee children and adolescents in the Brazilian schools. We analyze the migrant’s flows that have arrived in the country since 2010. The study was carried out through qualitative research, in the years 2020 and 2021. During the fieldwork, we collected information on the legal instruments, which guarantee the right of access of migrant, and refugee children and adolescents to educational institutions in Brazil. Furthermore, semi-structured interviews were carried out with education professionals, who developed pedagogical activities. The study concluded that there are several obstacles to the inclusion of migrant and refugee children and adolescents, and that the school body has been autonomously developing pedagogical practices to overcome difficulties and carry out the process of school inclusion.