As figurações da imigração: a (re)construção de práxis dos professores do ensino fundamental na educação pública no município de Manaus

Abstract

This research examines the (re)construction of teaching practices in the face of the increasing presence of immigrant students in public elementary schools in Manaus. Based on a qualitative approach, underpinned by documentary methods and a dialogical analysis of migratory and educational legislation, the study investigates how national and local guidelines work together to promote inclusion and the appreciation of cultural diversity. The research reveals that despite legal advances and ongoing professional development initiatives, challenges remain in effectively implementing inclusive pedagogical practices, particularly regarding teachers’ adaptation to the demands of an ever-changing multicultural context. The findings point to the need for rethinking teaching methods and incorporating strategies that engage with the experiences and knowledge of immigrant students, overcoming linguistic and cultural barriers. By emphasizing the importance of pedagogical mediation and the integration of diverse social actors, the study underscores that schools should serve as spaces for promoting intercultural coexistence and strengthening community ties, thereby contributing to the formation of critical and conscious citizens. In this way, the results indicate that reimagining teaching practices, coupled with robust public policies, is fundamental to transforming the inherent tensions of immigration into opportunities that enrich the educational process, fostering a more equitable and dialogical education.