Immigrants and refugees: the experience of a multiliterate training with teachers and trainers

Abstract

This article focuses on the sharing of a formative proposal made for the professional master's degree in Formation of Trainers at the Pontifical Catholic University of São Paulo in the discipline “Multiculturalism, multimedia and multimodality in the education of educators and trainers” on a pertinent and current issue: refugees and immigrants in Brazil. The training involved the creation and presentation of a proposal for teacher training with critical collaborative intent (LIBERALI, 2015) and the expansion of educational practices through the Pedagogy of multi-tools (NEW LONDON GROUP, 1996/2000; ROJO, 2009). Developed from the competences and skills highlighted by the National Common Curricular Base - BNCC (2017), it integrated an interdisciplinary work with the articulation of areas of knowledge and expectations of learning corresponding to the initial years of elementary school. As a starting point and moment of “situated practice”, we chose a guiding theme with the reading of the literary work “The trip” by the author Francesca Sanna (2016). This immersion in history provided the opportunity for insertion in the theme and related to the sequence of experiences proposed in order to create empathy with the people who live among the established problems, for allowing to imagine and minimally put themselves in the other's place , as well as the discovery of the sensations and feelings aroused by their participation. In addition to reading, the training proposal made it possible to experience and witness through multiple resources, new perspectives, feelings, thoughts and transformative actions by multisaberes. This proposal aims to boost empathy with immigrants and refugees, by organizing didactic strategies that allow students, teachers and trainers to perceive the other's place, with sensations and feelings aroused by their interaction in the training proposal. The development of this formation happens from a situation or experience through “evident instruction”, which allows the active and critical participation of the participants in debates and reflections, and the explanation about the different aspects of a given subject, providing the moment of “Critical framework”, which brings light to the solution of problematizations. At the culmination of the proposal, it is expected that the subjects will be able to share their understandings in the “transformed practice” and materialize it through the elaboration of a script to synthesize their learnings throughout the process, with the use of different media to represent their learning and develop reflection criticism about the cultural and territorial diversity of migratory processes.