Challenges For Including Immigrant Students In A Public School In Manaus-AM, Brazil

Abstract

The article presents a theoretical discussion that reflects on the situations experienced by immigrant students from Venezuela and Haiti in a public school in Manaus (Brazil). The general objective was to discuss the potential and difficulties faced by them in their daily school life. To analyze this problem, we asked ourselves the following questions: a) how did the inclusion of these immigrant students occur in a reality completely different from their own?; b) how to overcome challenges, such as language difficulties, isolation and bullying?; and, c) how did the pedagogical team act to minimize the adaptation problems of these students? To investigate, we used qualitative and descriptive elements and, as a procedure, we opted for a bibliographic review on interculturality and the rights of immigrants to education in Brazil. Likewise, the experiences lived and recorded through observation in said public school were reflected on. It was concluded that, despite the obstacles, such as difficulties in the use of the Portuguese language, its different customs and the absence of a specific service policy, Venezuelan and Haitian immigrants integrate and participate in school life, even partially. .