Políticas de acolhimento escolar a imigrantes: avaliação da efetivação das leis 13.445/2017 e 13.684/2018 em uma escola municipal de Fortaleza-CE.

Abstract

The recent intensification of international migratory flows has posed new challenges for Brazilian educational policies, especially regarding the reception and integration of immigrant and refugee students. In Fortaleza (Ceará), these challenges have become more evident with the growing number of families from Venezuela, Haiti, and several African countries, whose children have entered the municipal school system. The objective of this research was to analyze how the guidelines established by Laws No. 13,684/2018 and No. 13,445/2017 have been implemented in public schools in Fortaleza within the context of basic education. The study adopted a qualitative, exploratory, and analytical approach, combining bibliographic review, document analysis, and fieldwork. The empirical investigation was conducted at Escola Municipal Patativa do Assaré, which has seen an increasing number of immigrant students enrolled. Semi-structured interviews were carried out with a school manager, a teacher, and a Venezuelan mother. The collected material was examined through thematic content analysis, considering the dimensions of school management, pedagogical practices, and family experience. The results show that, although immediate enrollment is guaranteed, linguistic barriers, the absence of intercultural training, and the lack of continuous institutional support persist. Inclusion has depended more on the individual initiative of professionals than on structured policies. Nevertheless, positive experiences of intercultural coexistence and the strengthening of community bonds were identified. It is concluded that the effective implementation of migratory and educational policies requires intersectoral actions and specific teacher training, in order to ensure the permanence, learning, and recognition of the cultural identities of immigrant students.