CRITICAL INTERCULTURALITY AND THE INCLUSION OF IMMIGRANT CHILDREN IN PUBLIC SCHOOLS IN JOINVILLE/SC: A PEDAGOGICAL INTERVENTION PROPOSAL

Abstract

This study analyzes the challenges related to the inclusion of immigrant children in public schools in Joinville, Santa Catarina, using the principles of critical intercultural education as a framework for more inclusive pedagogical practices. It is a qualitative, applied study based on a bibliographic and documentary review and on the analysis of a problem situation inspired by school realities, with emphasis on the experiences of Haitian and Venezuelan students. The objective is to understand the difficulties faced by these students during school inclusion and to propose a pedagogical intervention that fosters intercultural dialogue, respect for diversity, and participation by the educational community. The literature analysis indicates that language barriers, prejudice, cultural invisibility, and limitations in teacher education hinder the development of inclusive school environments. As a response, the study proposes an intervention based on collaborative actions, continuing teacher education, bilingual activities, appreciation of the cultures represented at school, and stronger family participation. It concludes that critical intercultural education provides relevant foundations for promoting more democratic relationships, reducing exclusion, and strengthening a school culture based on recognition of differences.