PEDAGOGICAL PRACTICES FOR THE INCLUSION OF VENEZUELAN MIGRANT STUDENTS IN PUBLIC SCHOOLS IN BOA VISTA, RORAIMA: CHALLENGES AND PERSPECTIVES

Abstract

This study investigates the pedagogical practices adopted for the inclusion of Venezuelan migrant students in public schools in Boa Vista, Roraima. The research addresses Brazilian legislation, which guarantees the right to education for all, including immigrants, and examines the challenges faced by educators when integrating bilingual students into classrooms. The inclusion of foreign students requires curricular adaptation and continuous teacher training to deal with cultural, linguistic and socioeconomic diversity. The survey also considers the importance of parental participation and pedagogical resources to facilitate the learning process and coexistence between Brazilians and immigrants. The study seeks to provide subsidies for the formulation of more inclusive educational policies and for the training of educators in Brazil. The theoretical foundation of this study is based on concepts of migration, educational inclusion and the pedagogical adaptations necessary to serve immigrant students. The Federal Constitution (FC) and the Law of Guidelines and Bases of National Education (LDB) guarantee the right to education for all residents of the country, including foreigners (Brasil, 1996). According to Angher (2017), Brazilian legislation ensures equal conditions for access and permanence for all students, promoting inclusion and respect for diversity. Authors such as Mantoan (2011) argue that globalization brings a plurality to society and to the classroom, demanding that the educational system adapt to include different cultures and languages. Edler Carvalho (2006) emphasizes the importance of educational equity, stating that the school must create conditions that ensure the inclusion of all, removing barriers that prevent the participation of foreign students

DOI:https://doi.org/10.56238/sevened2024.038-001