A conjuntura educacional em contextos fronteiriços: uma análise sobre Guajará-Mirim (RO)
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Travessias
ISSN
1982-5935
Página(s)/e-location
118-140
Idioma(s)
pt
Fonte
Fonte
Cascavel, PR
15
3
set./dez.
15
3
set./dez.
Coleções
Resumo
A mobilidade na fronteira brasileira se intensificou nas últimas décadas, impulsionado, principalmente, a partir das políticas públicas do Mercado Comum do Sul. Assim, este artigo tratará do movimento de migrantes bolivianos em direção à cidade de Guajará-Mirim, localizada no estado de Rondônia (RO), na fronteira internacional com a Bolívia, com foco naqueles que vêm estudar no lado brasileiro. Para isso, o recorte temporal será nas duas últimas décadas, de 2000 a 2021, a fim de observar o comportamento e intensificações dessa mobilidade. A investigação se dedica a entender a conjuntura educacional do sistema público de ensino de Guajará-Mirim, que é receptor de alunos bolivianos, sobretudo para as questões de inserção desses estudantes, como e se as escolas têm se adaptado à realidade fronteiriça e se apresentam projetos de ensino-aprendizagem pautados na pluralidade dos alunos. Para tal, realizamos uma discussão sobre a relação entre mobilidade na fronteira e educação, como em Santos (2016), interculturalidade e multiculturalismo com Candau (2016, 2020) e Portera (2011). Aliado à bibliografia, metodologicamente nos valemos do tratamento de dados dispostos no Sistema de Registro Nacional Migratório e também questionários semiestruturados realizados nas escolas públicas locais de modo a apontar as características fronteiriças presentes na cidade de Guajará-Mirim. Também se elaborou tabelas, gráficos e mapas elucidativos da presença de bolivianos na rede de ensino. Os resultados obtidos apontam as dificuldades das instituições de ensino na efetivação de uma educação intercultural, sobretudo no tocante à língua e à própria invisibilidade do contexto fronteiriço norte nos projetos pedagógicos educacionais regionais.
The mobility on the Brazilian border has intensified in recent decades, driven mainly by public policies of the Southern Common Market. Thus, this article will address the movement of Bolivian migrants toward the city of Guajará-Mirim, located in the state of Rondônia (RO), on the international border with Bolivia, focusing on those who come to study on the Brazilian side. For this, the time frame will be the last two decades, from 2000 to 2021, in order to observe the behavior and intensifications of this mobility. The research is dedicated to understanding the educational conjuncture of the public school system of Guajará-Mirim, which is a receptor of Bolivian students, especially for the issues of insertion of these students, how and if the schools have adapted to the border reality and if they present teaching-learning projects based on the plurality of students. To this end, we conducted a discussion on the relationship between border mobility and education, as in Santos (2016), interculturality and multiculturalism with Candau (2016, 2020) and Portera (2011). Allied to the bibliography, methodologically we make use of the treatment of data available in the National Migratory Registration System and also semi-structured questionnaires conducted in local public schools in order to point out the border characteristics present in the city of Guajará-Mirim. Tables, graphs and maps were also elaborated to elucidate the presence of Bolivians in the educational system. The results obtained point to the difficulties of educational institutions in the implementation of an intercultural education, especially with regard to language and the very invisibility of the northern border context in regional educational pedagogical projects.
The mobility on the Brazilian border has intensified in recent decades, driven mainly by public policies of the Southern Common Market. Thus, this article will address the movement of Bolivian migrants toward the city of Guajará-Mirim, located in the state of Rondônia (RO), on the international border with Bolivia, focusing on those who come to study on the Brazilian side. For this, the time frame will be the last two decades, from 2000 to 2021, in order to observe the behavior and intensifications of this mobility. The research is dedicated to understanding the educational conjuncture of the public school system of Guajará-Mirim, which is a receptor of Bolivian students, especially for the issues of insertion of these students, how and if the schools have adapted to the border reality and if they present teaching-learning projects based on the plurality of students. To this end, we conducted a discussion on the relationship between border mobility and education, as in Santos (2016), interculturality and multiculturalism with Candau (2016, 2020) and Portera (2011). Allied to the bibliography, methodologically we make use of the treatment of data available in the National Migratory Registration System and also semi-structured questionnaires conducted in local public schools in order to point out the border characteristics present in the city of Guajará-Mirim. Tables, graphs and maps were also elaborated to elucidate the presence of Bolivians in the educational system. The results obtained point to the difficulties of educational institutions in the implementation of an intercultural education, especially with regard to language and the very invisibility of the northern border context in regional educational pedagogical projects.
Descrição
Palavras-chave
alunos bolivianos, educação fronteiriça, migração, políticas públicas educacionais, Bolivian students, border education, educational public politics, migration
Citação
SANTOS, Emerson da Silva dos; SANTOS, Gislene. A conjuntura educacional em contextos fronteiriços: uma análise sobre Guajará-Mirim (RO). Travessias, Cascavel, PR, v. 15, n. 3, p. 118-140, set/dez. 2021. https://doi.org/10.48075/rt.v15i3.27940. Disponível em: https://e-revista.unioeste.br/index.php/travessias/article/view/27940. Acesso em: 2022-02-21