Barreiras linguísticas : políticas públicas no aprendizado das crianças refugiadas do ensino fundamental

Abstract

This study aims to critically examine the efficacy of key legislative instruments and public policy measures targeting linguistic barriers in the primary education of refugee children in São Paulo/Brazil. Specifically, it seeks to discern whether there are adequate legal and pedagogical provisions available to educators for effective instruction within this demographic, and to assess their practical application within the classroom. Furthermore, the research investigates the impediments to the successful implementation of these policies. Employing a deductive methodology, the study finds that the practical outcomes of the current public policies fall short of their intended goals. Effective communication and integration emerge as essential components within the educational framework. However, the research highlights several positively established procedures that have yielded favorable results. The study also sheds light on the heightened vulnerability of refugee children amidst an escalating global displacement crisis, noting the onus on educational institutions to make significant didactic adjustments. The objective is to facilitate dignified and humane integration. The study concludes that the tangible impacts of extant public policies are minimal, with their transient adoption disrupting the process of acculturation. A predominant lack of interest, rather than financial constraints, is identified as a primary barrier to the continuity of these policies, due to the absence of integrated approaches and specific training for educators by governmental entities.