Name: JARDIELLY ALENCAR VASCONCELOS MARTINS
Publication date: 14/07/2026
Examining board:
Name |
Role |
|---|---|
| ANDRE DA SILVA MELLO | Presidente |
| FELIPE QUINTAO DE ALMEIDA | Examinador Interno |
| KATIA CRISTINA NORÕES | Examinador Externo |
| RODRIGO SABALLA DE CARVALHO | Examinador Externo |
| WAGNER DOS SANTOS | Examinador Externo |
Summary: This research analyzes how the presence of immigrant children has impacted academic and scientific productions, the curricular and pedagogical practices of Physical Education teachers, and the processes of welcoming and participation within the daily life of Early Childhood Education in Boa Vista, Roraima, Brazil. The study adopted a plurimethodological approach, articulating bibliographical research and descriptive-interpretative research. In the scope of academic production, an exploratory survey was conducted in the field of Physical Education, along with a state-of-the-knowledge literature review in the field of Education, drawing on different databases. For the production of empirical data, the descriptive-interpretative research was developed in two stages. The first consisted of the application of an online questionnaire to 17 Physical Education teachers from the municipal school system of Boa Vista/RR. The second stage centered on participant observation and involved two groups formed from the previous stage: five teachers working in different Early Childhood Education institutions, whose pedagogical practices were observed and who also participated in semi-structured interviews; and immigrant and Brazilian children, aged four to five years old, who were members of the classes in which these teachers worked. The theoretical framework is grounded in the Sociology of Childhood (Sarmento, 2005; 2008; 2013; Corsaro, 2005; 2011), Everyday Life Studies (Certeau, 1985; 1994; 2014; Ferraço, 2007; Alves, 2003), and discussions on curriculum from an intercultural perspective (Candau, 2008; 2011; 2012; Walsh, 2011). The results reveal institutional, pedagogical, and sociocultural challenges, especially language barriers, identity displacements experienced by the children, tensions related to food and cultural practices, situations of social vulnerability affecting the children and their families, as well as difficulties in establishing relationships and participating in everyday interactions. The findings also reveal gaps in the prescribed curriculum, public policies, and continuing teacher education. At the same time, the study highlights the role of children as linguistic mediators in intergenerational and intragenerational relationships, as well as intercultural experiences promoted by teachers, which foster the visibility of immigrant children’s cultures and expand possibilities for participation in the daily life of Early Childhood Education. Despite the identified fragilities, the everyday context of Physical Education in Early Childhood Education emerges as a powerful spacetime of production and invention, in which children and teachers, recognized as everyday practitioners, mobilize inventive and resourceful practices that offer insights for the formulation of educational policies and curricular practices more committed to immigrant childhoods.
Keywords: Physical Education. Early Childhood Education. Immigrant Children. Educational Welcoming. Participation. Everyday life.
