“Mas podia ter coentro”: crianças migrantes e trajetórias que se encontram...

Abstract

This research is the result of concerns about the way to deal with migrant children whitin the municipal network of the city of Itaboraí is to think about the relation of the migrant child whit the space that is offered to him. This research was carried out in a public school of Early Childhood Education in the city of Itaboraí, metropolitan region of Rio de Janeiro, which received a large contingent of migrants from COMPERJ ( Rio de Janeiro Petrochemical Complex), whose implementation was part of the Growth Acceleration Program (PAC) and was presented by the federal government in June 2006 as an eldorado of opportunites. This meant that the demand in the public schools of the municipal network suffered a considerable increase in the number of migrant children and, in the meeting between teachers and children, especially with the migrant children, it was necessary to understand how they established relations among themselves and with the spaces they ocuppy. Whit Operation Lava Jato started in March 2014, the city at the beginning of the tear 2015, suffered a decrease in the number of migrants, many of them returning to their regions of origin, in order to redesign the research that has been under way, I appeared to Shirley, a bahian chid by birth, with some wandering around our country, becoming the main actress of these pages. The research sougth to dialogue with the Childhood Studies: Sociology of Childhood and Geografy of Childhood and with questions recarding the studies of Identity and Differences, from the authorship and the experience of Shirley in the space offered, the ‘with” research was effective. Despite the progress achieved through the existence of pedagogical practices that have worked with Shirley´s protagonism, a lot still has to be done so that the real insertion of children, migrants or not, in the school space is realized. The folklorizes or romanticized look at the childhoods that are present whitin the school needs an adjustment to brezk with the adultcentrism still present in the pedagogical pratices and the unilateral look on the culture of the childhoods.