Infâncias e migrações transnacionais

conversas sobre educação, cotidiano e tecnologias

Abstract

The article addresses aspects of a study with children in refugee situations and the relationship with learning in the context of the Covid-19 pandemic through Emergency Remote Teaching adopted by schools. The experience was built in meetings with migrants to help them continue their school activities, seeking to contribute to their inclusion in schools in Rio de Janeiro. Inspired by Larrosa (2002), we propose a path based on experience and treat conversation as a method for this research. We found possibilities to deal with childhoods, listening to children's narratives as an invitation to think about places and shared experiences. The children – two girls and a boy – are siblings and came from Syria in 2015 and, in 2018, were enrolled in a private school in Rio de Janeiro. Through the narratives we perceive representations about everyday life, customs, learning and technologies, as well as expectations, interrupted dreams, lack of interaction with the school community and lack of intercultural education. Qualitative study in which the methodology privileged the analysis of children's narratives, considering the experience of the three siblings and the migratory experience. The power of shared dialogues enabled reflections on transnational migrations and the importance of school for the process of inclusion in society. We point out the relevance of problematizing migrant childhoods and the exchange of knowledge that can be built in learning processes that consider cultural heterogeneity.

Keywords: Childhoods. Transnational Migrations. Education. Technologies. Pandemic.