Inclusive Education: Social projects and public policies that guarantee the access and permanence of migrants children in the public education system in the City of São Paulo

Abstract

This article aims to demonstrate which social projects and public policies contribute to the access and permanence of immigrant children in the public education system of the municipality of São Paulo. Firstly, a brief overview of national, state, municipal, and international regulations concerning the right to inclusive school education for immigrant children was provided, with a focus on state and municipal legislation, as the scope of this paper is the city of São Paulo (Brazil). Next, a series of policies and projects developed in the municipality were presented to ascertain which ones facilitate the access and permanence of immigrant children in the public education system. The study methodology employed a qualitative approach, using a deductive method, including bibliographic research, document analysis, and examination of normative sources. Additionally, descriptive qualitative research was conducted on the social projects and public policies presented. The analytical and interpretive reading was guided by the hermeneutics of human rights, with particular emphasis on international human rights law. In conclusion, it was found that the public policies and social projects addressed in this article contribute both to raising awareness among education professionals and society regarding the demands related to the inclusive education of immigrant children, as well as to the socioeconomic inclusion of immigrant families. Furthermore, it was demonstrated that these projects work towards eliminating standardized educational practices that disregard the specificities of immigrant children, while also promoting interculturality.