Intercultural education in Ibero-Brazilian migratory contexts

Abstract

This article is the result of three case studies carried out in Badalona (Spain), Évora (Portugal) and Caxias do Sul (Brazil), which aimed to analyze and understand the different forms of inclusion and reception of students who have experienced migratory processes. The research used observations and interviews carried out in public schools in the three cities and sought to analyze and understand how different schools work with the diversity issues that emerge in their daily lives. The analysis points to the need to understand migration as a factor that, invariably, can lead to vulnerabilities that reflect on the school experience, as well as the importance of the teacher's role in the process of welcoming and including migrant students and the need for institutional support necessary for the inclusion and the welcoming in the best way possible. The main purpose of this study is to collaborate so that one can better understand the reality of migrant students, in addition to helping to create practices and inclusion policies that are not based on ethnocentric views that produce assimilationist, acculturation or “catechization” practices. Especially because the pedagogical practices and the people involved in this process can be nourished by the richness of cultural diversity that emerges in these contexts.