Direitos negados: o vazio das políticas públicas educacionais para migrantes e refugiados em Corumbá, Ponta Porã e Dourados

Abstract

This dissertation study sought to analyze the effects resulting from the lack of public educational policies especially aimed at migrant and refugee students in Basic Education in the municipalities of Dourados, Corumbá and Ponta Porã. The increase in migratory flows in recent decades has ended up driving the complexity of school management in border regions. The starting point of this dissertation is that the state's omission affects the access and permanence of these students, violating John Rawls' principle of justice as equity, as well as Hannah Arendt's concept of "right to have rights". The dissertation uses Karl Popper's hypothetical-deductive method, submitting the initial hypothesis to indicators derived from the principles of "access" and "permanence", extracted from the Law of Guidelines and Bases of Education. The Popperian method proved to be adequate, due to the disparity of data collected, in addition to respecting the singularities of each municipal reality. The study combines literature review, document analysis and data collection in official agencies. The results allowed the conclusion that, despite the increase in the migrant and refugee population in the researched region, educational policies are incipient and fragmented, incapable of promoting local integration. The language barrier remains one of the biggest obstacles faced by this population. In addition, bureaucratic requirements, lack of teacher training and curricular accessibility are elements that increase existing barriers, compromising the access and permanence of these students. In the absence of clear guidelines, the solutions are given by the managers of the school units, evidencing the lack of coordination of educational policy. The lack of structured policies for migrants and refugees reinforces their social exclusion, directly violating the principles of social justice.