Estágio supervisionado nos anos iniciais do ensino fundamental em uma escola municipal de Manaus: reflexões sobre a inclusão de crianças imigrantes e refugiadas

Abstract

This monograph presents the results of a study on Internships in the Early Years of Elementary School in a Municipal School in Manaus: Reflections on the inclusion of immigrant and refugee children. To development of the work, the general objective was to analyze the inclusion in the Early Years of Primary School for immigrant and refugee children. With the following specific objectives: to identify the legal foundations children and adolescents as subjects of rights; to learn about projects and actions for the inclusion of immigrants and refugees in public schools and to reflect on the on pedagogical work with immigrant children in the Early Years of Primary School. Elementary School. The methodological procedures involved field data collection through interviews and participant observation in a municipal school in Manaus. observation in a municipal school in Manaus. We built the theoretical basis based on important authors in the field, in particular: Andressa Pellanda and Marcele Frossard (2022); Leonardo Cavalcanti, Tadeu De Oliveira, Bianca G. SIlva (2021); Jefferson Evaristo and Antônio José Da Silva (2021); Bruno Tadeu (2021). Documentary research focused on the following sources: Universal Declaration of Rights (1948); Constitution of the Federative Republic of Brazil (1988); United Nations Convention on the Rights of the Child (1989); Jomtien Declaration (1990); Statute of the Child and Adolescent (1990); Lei de Diretrizes e Bases da Educação - LDB nº 9394/96; Resolução Nº 7, de December 14, 2010; National Common Core Curriculum (2018); Referencial Curricular Amazonense (2019); Municipal School Curriculum (2020); Refugee Law (1997); Migration Law (2017) and EDUMIGRA Manual (AMAZONAS/UNICEF, 2021). The research subjects were two teachers, the pedagogue and the manager. Guided by a qualitative approach, the analysis theoretical and documentary contributions; participant observation in the internship field and the reflections built up during the training process. The results show the contribution of the internship to our teacher training. teaching, as well as to awaken our interest in research from the observations and interventions carried out at the school during the implementation of the Action Plan. In this sense, we conclude that the internship with research allowed us to relate the theory studied at university to the day-to-day running of the school, in an attempt to the day-to-day running of the school, in an attempt to answer the central question of our investigation: how has the process of inclusion of immigrant and refugee children been immigrant and refugee children? This helps us to reflect on our role in building an inclusive school. KEYWORDS: Early Years of Primary School. Immigrant Immigrants. Supervised Internship. Inclusive Education.