Reconstruction of pedagogical practice for the insertion of refugee students in regular classes

Abstract

This article is about the insertion of refugees into regular classes and aims to reflect on the pedagogical practice based on this insertion. It was used qualitative and exploratory research with refugee teachers and students linked to a school located in the State of Bahia. An operational discussion group was used for data collection and the softaware WebQDA was used for analysis. The results showed that teachers demonstrated great effort in seeking collective and planned ways of working with refugees and reported the measures adopted to try to adapt the activities.