Cultural Diversity: fundamentals for building an inclusive school.

Abstract

The intense migratory movement in Brazil has contributed to the reconfiguration of the sociocultural profile of schools. This article aims to analyze the process of inclusion of migrant students, considering curricular challenges, experiences of acceptance and prejudice, and the contributions of diversity to the development of intercultural pedagogical practices for Venezuelan migrant students in a public high school in the municipality of São Lourenço do Oeste, Santa Catarina. The methodology involved qualitative field research, conducted in the second half of 2023. The methodological procedure included semi-structured interviews with teachers and the school administrator, as well as discussion groups and text production with Venezuelan migrant students. The empirical material was analyzed using the Content Analysis technique advocated by Bardin (2016). The research results indicated processes of invisibility and linguistic barriers, coupled with manifestations of prejudice and xenophobia, which compromise the inclusion and learning of migrant students. It also highlighted the need to recognize and value interculturality and cultural diversity as indispensable conditions for the consolidation of a democratic space committed to ensuring access, retention, and equal educational opportunities.