Crianças venezuelanas na educação infantil brasileira: um estudo exploratório sob a lente da sociologia da infância

Abstract

This study addresses the inclusion of Venezuelan children in Brazilian early childhood education, considering the challenges arising from migration, school adaptation, and social integration. The research problem focuses on understanding the experiences of these children in different educational contexts, facing linguistic, cultural, and social barriers that can compromise their integral development. The relevance of the research relates to the need to give visibility to a vulnerable child population, contributing to the improvement of public policies, inclusive pedagogical practices, and the promotion of welcoming and culturally sensitive educational environments. The study is fundamental to the Sociology of Childhood, which understands childhood as a social construct and registers children as active subjects with agency, rights, and the capacity to interact with social, cultural, and educational contexts. As a methodological approach, a systematic literature review of a qualitative nature is carried out. The results show that, despite formal access to early childhood education being guaranteed by Brazilian legislation, Venezuelan children face significant challenges related to school adaptation, linguistic barriers, cultural diversity, and acceptance. Analysis of the specialized literature indicates that inclusive pedagogical practices, adequate teacher training, and structured public policies are fundamental to guaranteeing the participation, empowerment, and integral development of these children. From this perspective, understanding migrant childhood through the lens of the Sociology of Childhood allows us to see children as active social actors, capable of constructing meaning, interacting with different contexts, and exercising their rights.