The (re)structuring of school culture through the integration of Brazilian and Venezuelan children in municipal schools in Boa Vista/RR.

This study seeks to investigate how school culture is (re)structured based on the cultural integration of Brazilian and Venezuelan children in elementary schools from the municipal school system in Boa Vista/RR. This analysis derives from an ethnographic study, which took place, from 2022 to 2024, in two municipal schools: Escola Municipal NC and Escola Municipal PP. The study was elaborated by employing: data from schools and students linked to the municipal school system contained in the Education Observatory of the City Hall of Boa Vista/RR; interviews conducted with the Secretary of Education (SeSMEC) and the Deputy Secretary of Education (SeAdSMEC) representing the Municipal Secretariat of Education and Culture (SMEC), the managers of Schools PP and NC and with teachers of the examined classes; as well as observation reports of the school and classroom of the investigated classes from 2022 to 2023. Using this data, we organized the analysis into three categories: Values, Norms and Habits of the school and the classroom. These categories showed us that in school culture there are, on a greater or lesser scale, (re)structuring processes in each category and that they are not met, for the most part, due to the reality of the schools. Therefore, we conclude that within the immigration context there is a need for, in addition to quality education (not only focused on results), inclusive education that bolsters diverse knowledge and values stemming from different cultures and nations that are part of school culture.

Keywords:
school culture; immigration; Brazilian and Venezuelan children