Bolivian children in early childhood education in São Paulo: adaptation, vulnerabilities and tensions
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Data
2015-07-04
Autores
Freitas, Marcos Cezar de
SIlva, Ana Paula
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Resumo
This article analyzes tense and contradictory aspects witnessed in a study
of the adaptation of Bolivian children to early childhood education in public
schools in Sao Paulo city. Analysis focuses on the complexity that permeates the
relationship of these children with their teachers. Interactions between Bolivian
children and other children were observed. Observation lasted two years and the
information collected was recorded in a field diary. The ethnographic fieldwork
was complemented by open interviews. The observation allowed understanding
the meaning of being a foreigner in early childhood education in Sao Paulo city
and the construction of stigmas associated with the production of difference as a
disadvantage for the newly arrived children.