Abstract

PORTO-RIBEIRO, Marina Marques  and  FLEITH, Denise de Souza. The school inclusion of multicultural students from parental perception. Psicol. educ. [online]. 2020, n.50, pp. 41-51. ISSN 1414-6975.  http://dx.doi.org/10.5935/2175-3520.20200005.

This exploratory study investigated the school experience of multicultural children and adolescents. The participants were parents of 39 primary school students who had lived in other countries and were then living in Brazil. Through a questionnaire with 27 questions the process of school inclusion of the multicultural students was analyzed considering lenght of study, type of school, school performance, relationship with teachers and peers, transition, acceleration and school failure. The school's language was highlighted by parents as an advantage, when it was the same from the previous school, and as a challenge, when it was different. Second-language training programs, offered in addition to the regular curriculum, facilitate the inclusion of these students. The process of matching school year, curriculum, age and grade is a problem faced in the process of transition between different countries that demands follow-up of family and teachers alike and which depends on the flexibility of the school. It was observed the importance of the school climate, which involves the sharing of expectations, policies and practical measures, and impacts the reception, the formation of social bonds and the academic performance of multicultural students. It is highlighted the need for governmental pedagogical policies for the inclusion of foreign students to guarantee the basic principles of a quality education.

Keywords : School; Scholar inclusion; Multicultural children; Multicultural adolescents.

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