Acolhimento a migrantes de crise na escola pública: construção da mobilidade pelo multiletramento engajado

Abstract

Migrations have always been present throughout history, people leave their places of origin for various reasons for survival or the search for better living conditions and opportunities. In this context are students and their families from different places. This global condition has promoted a significant increase in crisis migrant students in public schools. Such a scenario brings up the urgency of verifying how schools have welcomed this population and how they develop interculturality. Therefore, this study had as general objective to investigate the process of development of the mobility of educators and school staff regarding the practices of receiving and maintaining migrant students and their families in the school context, in a public school in the municipal network of the city of São Paulo. The specific objectives were to investigate the needs of the context of a school that works with migrant families in the city of São Paulo, to understand how training is carried out to work with receiving practices, to evaluate the result of these trainings in terms of pedagogical and welcoming practices. families after training. With this perspective, this study presents a proposal for teaching Spanish language based on Social Activity developed with teachers and employees in a public school in the city of São Paulo. It adheres to the research line Language and Education, in the Graduate Program in Applied Linguistics and Language Studies, as it is inserted in the context of social practice of language. The theoretical outline was based on the Living Heritage (Megale and Liberali, 2020). Engaged Multiliteracy (Liberali, 2022), in Social Activity (Vygotsky, [1934] 2003; Leontiev, 1977; Engeström, 1991; Liberali, 2009) and mobility (Blommaert 2005, 2010, 2014; Busch, 2012, 2015, 2021). It was structured methodologically based on critical collaborative research (Magalhães, 2012; 2018), understood as a formative intervention research that favors the transformation of the context. Data were produced and collected through records, audio and image recordings, observations and reflections with those involved. For image analysis and interpretation of selected data such as photographs and drawings, the visual grammar offered by Kress and Van Leeuwen ([1996] 2006) was chosen as a theoretical basis, while the audio recordings were analyzed from the multimodal enunciative and discursive-linguistic categories (Liberali, 2013) that contributed to understanding how language is used to create, analyze, understand and interpret the school context. Thus, the research questions “What are the barriers between migrant students and their families and the school community?”, “How can a project with educators and school staff open gaps/minimize barriers and develop mobility?”, “How was the project?" and “Are there any consequences of the work developed with educators and families?” were discussed and answered, based on teaching practices for the additional language Spanish, carried out through Social Activity and Engaged Multiliteracy, having bridged gaps, promoted actions and provided mobility between educators, students and their families