Schooling processes of Venezuelan immigrants in Porto Velho/RO

Perceptions of parents and teachers

Abstract

This article presents results of a research that investigated the schooling processes of Venezuelan immigrant students enrolled in the early years of elementary school in public schools in Porto Velho, state of Rondônia. The exploratory research, based on a dialectical approach, involved seven teachers and seven parents of students living in the Miraflores Occupation. Data were collected through semistructured interviews, analyzed through dialectical-historical materialism. The study was based on the articulation between Cultural-Historical Theory and Fernando González Rey’s Theory of Subjectivity, understanding schooling as a process constituted by experiences, cultural identities, and social mediations. The excerpt presented here refers to parents and teachers perceptions regarding the schooling processes of Venezuelan students. The results indicate that, for parents, school represents social inclusion and hope for a better future for their children, valuing educational opportunities in Brazil. Teachers, however, point to limitations such as the language barrier, difficulties in cultural adaptation, and the lack of specific formation for them to deal with the demands of immigrant students. Despite this, practices sustained by acceptance, empathy, and ethical commitment emerge – which constitute possibilities for a more inclusive school environment. The conclusion is that the parents and teachers perceptions reveal the coexistence of structural barriers and relational possibilities, indicating the need for public policies and educational initiatives that strengthen the education of Venezuelan students in the early years of Elementary School and promote a culturally sensitive and humane education.