Immigrant Children in Public School: Perceptions of Teachers

Publication Date: 2020
Author(s): Russo, K., Mendes, L., & Borri‑Anadon, C.

This article presents a qualitative study on the perceptions of teachers about immigrant or refugee children in public schools. It is based on the critical perspective of intercultural education and in the historical-cultural concept. Interviews were conducted between 2018 and 2019 with ten teachers of the fi rst fi ve years in a municipal elementary school in Duque de Caxias, Rio de Janeiro. All the teachers have over twelve years of experience in basic education, and had Congolese or Angolan children in their classes. We identifi ed that the presence of immigrant children, which could initially be a diffi cult element for the teaching- learning process, has motivated new refl ections on differences, inequalities, prejudices and discrimination in schools.