MULTICULTURAL CURRICULUM ANALYSES ON THE RECEPTION OF REFUGEE CHILDREN IN SCHOOLS IN RIO DE JANEIRO

Abstract

This study aimed to analyze the processes involved in curriculum development for refugee children in schools in the state of Rio de Janeiro. It sought to understand what happens between refugee children’s arrival in Brazil and their entry into the classroom, and how these experiences affect them, by examining accounts from specialists responsible for receiving and supporting these children and facilitating their access to Brazilian schools. Understanding this stage of the reception process is essential to refugee education, as children enter the classroom already affected by forced displacement from their home countries, culture shock, trauma, and responsibilities in Brazil, while also having specific needs. The study adopted a qualitative approach, drawing on interviews with two institutional representatives who work with this population: one from an international institution and one from a faith-based institution. Both were involved in receiving refugee children in the city of Rio de Janeiro in 2023-2024. The theoretical framework drew on the concept of curriculum in conjunction with multicultural perspectives. It argued that refugee children’s inclusion can be fostered by replacing homogenizing or assimilationist approaches with a curriculum that values cultural diversity, including refugee children’s cultures and perspectives. The accounts highlighted positive initiatives by teachers in this regard. They also revealed challenges involving forms of racism and xenophobia experienced by these children, with implications for curriculum and multicultural teacher education.