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Within migratory flows, children are not only the most vulnerable group in terms of violation of rights, but also the group with less visibility concerning their displacement. With the increase of immigration in Brazil, it was noticed a significant number of immigrant children in the public school system in Ponta Grossa/PR. This motivated studies whose results are discussed in the this paper. The aim of this article is to present an analysis of the invisibility of immigrant children and its impacts on educational assistance in the aforementioned educational network. The qualitative research used as methodological strategies questionnaires and semi structured interviews. The study demonstrated that children invisibility also appears on public educational policies as well as on the pedagogical practices carried out in schools. [ABSTRACT FROM AUTHOR]

Considering the concept of double vulnerability of the refugee child, this article intends to shed light over the conditions in these refugee children are inserted into educational institutions through the eyes of their mothers. We seek to relate interviews with five refugee women from the Democratic Republic of Congo who had children enrolled in public schools in 2019 with legal apparatuses that regulate education in Brazil, specifically in matters of documentation for access to educational institutions. The analysis alows identification of three contitioning factors that shed light on the challenges of refugee children integration: the difficulties of access to public schooling due to the lack of recognition of the validity of refuge papers, language as a barrier for integration and the prejudice experienced inside the school environment. [ABSTRACT FROM AUTHOR]

This paper discusses contributions of literature to foreign language teaching, in the training and performance of teachers, based on two research projects: a Master's degree, which analyzed two collections of textbooks for teaching the Spanish language; and a teaching project that focused on the performance of undergraduate students in Letters/Spanish during their trainee period at a foreign language center. The research is intersected by the perspective that the literary text can contribute significantly to the teaching of languages, since it presents linguistic, cultural, social and historical elements. The investigations were based on the literature review on the teaching of Spanish as a Foreign Language in Brazil and on qualitative research-act ion (LÜDKE; ANDRÉ, 2013; THIOLLENT, 2011). The conclusion was that the broad potential of literature is not yet sufficiently explored in the classroom, neither in textbooks, which maintain a superficial and utilitarian approach, a factor that corroborates the relevance of this discussion. [ABSTRACT FROM AUTHOR]

In this paper we analyze the discourses of the presidents of the Province of Goiás for the construction of the feminization of teaching in the 19th century. The discussions are based mainly on the contributions of Bretas (1991), Brandão (2012), Charaudeau and Maingueneau (2012), Maingueneau (2008a and 2008c), Bakhtin (2010), Faírclough (2001) and Ramalho and Resende (2011). It is a qualitative investigation, with an exploratory objective and bibliographic and documentary procedures. The outcomes show, among others, that there was no tendency to insert women in the exercise of teaching, as well as the debate on gender was not set, but, it seems, of segregation based on the moral norm of the time. Therefore, the feminization of the teaching profession in the Province of Goiás was a construction fostered throughout Brazil Empire. [ABSTRACT FROM AUTHOR]