Políticas públicas educacionais na infância: um olhar para a questão das crianças refugiadas em Nova Iguaçu

Abstract

This paper seeks to understand the educational policies aimed at children who live the refuge experience, which in many aspects, is a field still to be deepened. The research is focused on the understanding of the offer of educational rights, guaranteed by legislation at the national level, as well as the municipal public policies of shelter in the public school system in the city of Nova Iguaçu in Baixada Fluminense. We arrived at this field through a mapping of the institutions in the municipalities that make up the Baixada, in order to find our subjects, through direct contact with the Municipal Education Departments. To this end, in addition to the analysis of the legal aspects, we used the conversation, as a methodological option, with the pedagogical teams and the teachers of the units that attend the children, as well as the staff of the Municipal Secretary of Education of the municipality. The theoretical concepts are based on the assumptions of Mikhail Bakhtin (2003, 2014, 2017) who reveals the "no alibi of existence", thus affirming the responsive attitude, and Freire (1987, 1996) who points out the process of "being more" that should be realized in the communion and solidarity of existents. The concepts of children and childhood based on childhood studies (ARIÉS, 1986; SARMENTO, 2005; CORSARO, 2011 and LOPES, 2006, 2008, 2018) permeate this study. It also dialogues with the concepts of Rua (1997) and Mainardes (2006) in the understanding of public policies, their nature and relationships. The present research has a qualitative approach in which evidence was sought in verbal and visual data for the understanding of the events. In view of what was observed in this study despite all the legislation, there are still gaps for the effective access and permanence of the subjects in the Brazilian educational system.