INFÂNCIAS E MIGRAÇÕES

OUTROS CORPOS, OUTRAS VOZES NO ESPAÇO ESCOLAR!

Abstract

The presence of children in migratory flows to Brazil in recent decades is striking. Based on these flows, we turn our attention to the field of education and, specifically, the need to think about pedagogical strategies that contribute to welcoming them into the school environment. In this sense, this text looks at conceptions of migrant children and childhoods, in order to reflect on teachers' experiences of welcoming them into the school environment. We make the move to think about childhoods from Latin America, in opposition to hegemonic pedagogical thinking about children and childhoods, in dialog with the decolonial theoretical-methodological perspective (Walsh, 2016). We started with a discussion of the literature, with an emphasis on the concepts of childhood and interculturality, combined with an analysis of the narratives of elementary school teachers from the municipal public school system in São Miguel do Oeste - SC, regarding their teaching practices based on the presence of foreign students in their classrooms. The discussions indicate a context in which teachers are concerned about welcoming and showing hospitality to immigrant children, while at the same time there are gaps in continuing education that address the issue with an eye to and respect for diversity.