Abstract

MOURA, Mariana de Almeida de  and  SILVA, Marta Regina Paulo da. 'IF IT WERE A LITTLE BIRD, IT WOULD FLY TOO': school and the education of children in institutional foster care. Revista Teias [online]. 2023, vol.24, n.esp, pp.46-57.  Epub Nov 22, 2024. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.64388.

In defense of a public school that belongs to the people, in an inclusive perspective, the research reported here aimed to understand how the pedagogical work has been built in the daily life of the school with children under state guardianship, according to the perception of their teachers. This is an exploratory research, with qualitative approach, based on the following methodological procedures: analysis of reports and surveys about national and municipal data that characterize the institutionalization of children and its structure, as well as semi-structured interviews with six teachers who work or have worked with children in institutional care in the region of Grande ABC Paulista, identified by means of the snowball technique. The theoretical framework is in dialogue with the Freirian epistemology, the sociology of childhood, and the studies on intersectionality and interculturality. The results reveal the school as a maintainer of exclusionary processes, marked by a school curriculum, often reductionist and plastered, given the existence of prejudices and stereotyped preconceptions, as well as a view of the child under public guardianship as a subject of lack, needy, violent, and sad. The teachers highlight the lack of training on how to deal with these children and the homogenizing character of the school itself, Eurocentric in nature, with regards to the welcoming of these boys and girls. On the other hand, possibilities were reported and experiences were structured with a view to a loving, emancipating, and humanized pedagogy, the school being an environment of liberating possibilities and of fighting against every attempt at reductionism and segregation.

Keywords : institutional foster care; prejudice; intersectionality; critical pedagogy; dialogic pedagogical practice..

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