IMIGRANTES LATINO-AMERICANOS NA ESCOLA DE SÃO PAULO: sin pertenencias, sino equipaje

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dc.contributor.authorde Carvalho Alves Braga A.
dc.contributor.authorde Souza Neto J.C.
dc.date.accessioned2024-03-12T19:16:42Z
dc.date.available2024-03-12T19:16:42Z
dc.date.issued2022
dc.description.abstract© 2022 Curriculo sem Fronteiras. All rights reserved.This article aims to present the data obtained in our doctoral research, which aimed to verify how the school is pedagogically reorganized to welcome immigrant students and to unveil the pedagogical strategies used to ensure their visibility. The methodological approach is a descriptive case study. The data collection instruments were bibliographic analysis, polling and field research, in which we collected statements from educators. The data uncover how this immigrant face is perceived in school and how this presence can deepen some discussions of school daily life, such as racial belonging, the valorization of the school environment and student protagonism.
dc.description.volume22
dc.identifier.doi10.35786/1645-1384.v22.2014
dc.identifier.issn1645-1384
dc.identifier.urihttps://dspace.mackenzie.br/handle/10899/34457
dc.relation.ispartofCurriculo sem Fronteiras
dc.rightsAcesso Aberto
dc.subject.otherlanguageCurriculum Childhood
dc.subject.otherlanguageEducation for immigrants
dc.subject.otherlanguageInterculturality
dc.subject.otherlanguageTeacher’s training
dc.titleIMIGRANTES LATINO-AMERICANOS NA ESCOLA DE SÃO PAULO: sin pertenencias, sino equipaje
dc.typeArtigo
local.scopus.citations0
local.scopus.eid2-s2.0-85143405920
local.scopus.updated2024-12-01
local.scopus.urlhttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85143405920&origin=inward
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