PRÁTICAS PEDAGÓGICAS DOCENTES VOLTADAS AOS ESTUDANTES MIGRANTES INTERNACIONAIS MATRICULADOS NA REDE MUNICIPAL DE ENSINO DE CORUMBÁ-MS

Abstract

This study aimed to discuss the pedagogical practices of teachers focused on international migrant students enrolled in the Corumbá Municipal Education Network (REME) as promoters of learning and interaction among these students. The region located on the Brazil-Bolivia border is permeated by intense migratory flows. In this context, schools serve students experiencing various types of movement, including commuting, temporary, and permanent migrants, which demands sensitive attention from the entire pedagogical management team. Therefore, this research sought to articulate themes related to the border, international migration, and pedagogical practices, using a qualitative exploratory methodology. We initially conducted bibliographic research supported by document analysis, followed by semi-structured interviews as the data collection tool. The data were collected through audio recordings, without images, with questions related to the general profile of the participating teachers, their perceptions of welcoming schools in border regions, teachers' positions regarding the role of schools and teachers in the region's multicultural context, and their perspectives on pedagogical practices in the teaching-learning process within this context. The analysis of the results was based on a systematic organization of the material, thematic categorization, and the elaboration of inferences and interpretative analysis of the elements found in the field research, in order to reflect on and articulate the conceptual framework with the revealed data. Regarding the teachers' pedagogical practices, difficulties were highlighted, such as the language barrier, lack of understanding of Spanish, lack of intentionality in pedagogical practices, and the use of informal pedagogical strategies that fail to consider the border context of international migrant students. We conclude that there is a lack of continuing education processes and a need to strengthen institutional policies to provide the necessary support for teachers to deal with the specific educational context in border regions. Finally, the research contributes to expanding knowledge, fostering new research, and promoting transformations in education in border regions, especially in the field of teaching practices.

Keywords: Border. International Migration. Teaching Pedagogical Practices.