Resumo

NOBRE, Jeruza Santos; FREITAS, Cláudia Rodrigues de  e  CECCIM, Ricardo Burg. Welcome and inclusion: family language and welcoming language from a school narrative. Rev. Diálogo Educ. [online]. 2024, vol.24, n.82, pp.1135-1151.  Epub 21-Out-2024. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.24.082.ao07.

The presence of children in migratory processes is not a new reality, recognizing the psychological phenomena of childhood experiencing migrant diversity. On the other hand, the welcoming ways at school involve the debate about the welcoming language and inclusive processes. Access to school and learning are related to psychic and cognitive development in childhood. In studies of language and school, we no longer speak of the mother tongue, but a family language, whereas the school - in Brazil - is responsible not only for offering Portuguese as a welcoming language, but also for providing inclusive processes for childhood in migrant diversity. The research reported in this article highlights comprehensive categories that explore the ways in which the welcoming language and inclusive processes of migrant children operate at school. The article discusses the concepts of family language and Portuguese as a welcoming language. It was understood that the barrier involving linguistic interaction can prove to be an important challenge to be faced by migrant children when they arrive at school, in some cases under the intersectionality of race and class. Using the school scene strategy as an action research, 3 episodes were presented that gave rise to welcoming actions and inclusive processes. Portuguese was the welcoming language and Haitian Creole the family language. The following were recognized: intuitive attitudes of the teacher, affective interactions between school and family, use of school events as a bridge to intercultural welcoming and teaching the welcoming language as inclusive education.

Palavras-chave : Welcoming language; Family language; Migrants; Child education; Inclusion processes..

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