Escolarização de crianças imigrantes e refugiadas no Brasil: uma revisão integrativa da literatura

Abstract

I This article aims to discuss the topic of “schooling processes for immigrant and refugee children in Brazil” through an Integrative Literature Review. To support the research, five articles were collected from the Portal of Scientific Journals of the Coordination for the Improvement of Higher Education Personnel (CAPES) between 2017 and 2024. The thematic analysis of the texts was based on the Content Analysis technique (BARDIN, 2016), which revealed an excessive number of negative incidents in the daily school lives of these students, who are often victims of racial prejudice, xenophobia, and stigmas in schools. The selected studies highlight the absence of public policies aimed at the schooling of individuals from migratory flows and the lack of continuous training programs for teachers working in schools that receive these children. This exacerbates the challenges of welcoming these students and the practices developed by teachers, who face difficulties in conducting work that does not render the sociocultural aspects brought by the students invisible. Although this research topic represents an emerging field in postmodernity, the study revealed limited academic production focused on the schooling of immigrant and refugee children in Brazil. Thus, with this article, we aim to contribute to expanding discussions on this topic within schools, society, and public policy agendas.