Resumo

SANTOS, Márcia de Souza dos; ALVES, Rosimária Aparecida Ruela  e  MACHADO, Erica Esch. FAMILY-SCHOOL RELATIONSHIP OF IMMIGRANT CHILDREN IN EARLY CHILD EDUCATION: what does the polls (not) have to say?. Revista Teias [online]. 2022, vol.23, n.69, pp.91-114.  Epub 28-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2022.66095.

The era of immigration in the world, markedly accentuated in the last decades of the 20th century, seems to have become, at the beginning of this new century, the era of a migratory crisis (GUIZARDI, 2019). In view of this situation, it is certainly necessary to think, among other issues, of the need to ensure the right to education for children from immigrant families. Thus, from the perspective of reaffirming the right to socially referenced quality public education, the present text has as its thematic focus on immigration within Early Childhood Education, aiming to map the production on the research developed on Early Childhood Education and immigration, the to try to understand what researchers have shown in their research. Therefore, a systematic review of the literature on the subject was carried out in repositories of dissertations and theses consulted in the BTDT - Brazilian Digital Library of Dissertations and Theses), at the Federal University of Minas Gerais - UFMG, at the Institutional Repository of the State University of Minas Gerais - RIUEMG and in the theses and dissertations available on the UEMG postgraduate program website, from research carried out in the last ten years (2010-2020), maintaining dialogue with literature reviews on the same theme by Braga (2019) and Silva and Braga (2019). The results reveal the scarcity of works that contextualize the permanence and ruptures promoted by the presence of immigrant students in schools, mainly for Early Childhood Education.

Palavras-chave : early childhood Education; education for immigrants; contemporary migratory flows..

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