Desafios no acolhimento de filhos de migrantes e/ou refugiados na escola inclusão intercultural como prática pedagógica de prevenção ao preconceito e à violência

Abstract

This research stems from the increase in migratory flows in Brazil, as evidenced by data from the Ministry of Justice and Public Security (MJSP). According to the Migracidades Report, the state of Paraíba registered 9,198 migrants (including refugees), among whom approximately 803 are Venezuelans and Warao Indigenous groups. This growing movement, observed on a national scale, has also begun to appear in the municipality of Santa Rita, in the state of Paraíba (PB), which historically was not a common destination for immigrants and refugees.This increasing presence has required public education systems to develop new forms of reception and to value cultural diversity in everyday school life. However, in municipalities such as Santa Rita/PB, where multiculturalism is less visible, the challenges become more complex due to the absence of structured policies and teacher training focused on intercultural education. In light of this scenario, the research was guided by the following central question: What challenges do schools in the Santa Rita Municipal Education System (Santa Rita/PB) face in adopting pedagogical practices that promote intercultural education and contribute to the reception of migrant students, preventing situations of prejudice and discrimination? The general objective was to analyze the challenges of intercultural reception practices in municipal schools in Santa Rita (PB), systematizing how such practices contribute to the inclusion of migrant students and to the prevention of cultural prejudice and discrimination. The study adopted a qualitative approach, with a descriptive and inductive character, considering that understanding intercultural practices requires a sensitive and contextualized perspective of school daily life. A case study was conducted in three schools within the Municipal Education System of Santa Rita that receive migrant students of different nationalities. Participants in the research included teachers, school administrators, specialists, and both native and migrant students (and their families). Data were collected through unstructured interviews and on-site observations. The results indicate that intercultural reception in the schools studied occurs predominantly in a spontaneous and improvised manner, resulting from individual efforts of teachers and peer interactions, and that no professional had received prior training to promote intercultural reception. Within these efforts, cultural expressions of migrant students—such as language, cuisine, and traditional games—occasionally appeared in school interactions. The study also found an absence of institutional protocols and specific teacher training, which limits the consolidation of intercultural education. Nonetheless, creative practices and relationships based on empathy demonstrate the potential of schools to foster dialogue, respect, prevention of physical and psychological violence, and the recognition of cultural differences. Based on these findings, the need to develop a manual to support this reception process became evident. Therefore, an educational guide for intercultural reception was developed, containing practical guidelines based on legal frameworks and current theoretical references. This product aims to support schools in building more welcoming educational environments, preventing situations of prejudice and violence, and promoting the training of education professionals from an intercultural perspective.