The Integration of Immigrant and Refugee Students in Brazilian Public School: The Teachers' Perceptions

• In Event: 43.058 - Re-Visioning Education Research for the Post-Truth Era

Abstract

According to the United Nations, the South-South migration is an increasingly significant factor in the social development of developing countries. Although this fact, there is insufficient literature on this topic in Brazil. This qualitative case study draws on interviews from primary teachers of public school in Rio de Janeiro, Brazil, and analyze how these teachers perceive the integration of Congolese children in the public education system. Among the issues highlighted, it was found that: the processes of identifying differences are generally related to situations of inequality and prejudice; and there are few teaching strategies to confront prejudice and discrimination. Most of the teachers tend to devalue the situations of racism in order to defend a generic discourse of equality.

Authors

• Kelly Russo Souza, State University of Rio de Janeiro

• Leila Mendes, University of Rio de Janeiro, Brasil