DIVERSIDADE CULTURAL NO ESPAÇO ESCOLAR: IMPLICAÇÕES NO ENSINO, NA APRENDIZAGEM E NOS PROCESSOS DE SUBJETIVAÇÃO.

The present research focuses interpersonal and educational relationship between teachers and immigrants Bolivians, descended from Bolivians and non-Bolivian students inside the classroom, at a public Elementary School in São Paulo city, which purpose was to verify the fulfillment of National Curricular Parameters, Child and Adolescent Statute (ECA), Universal Declaration on Cultural Diversity and the Migration Law, to identify negligence, discrimination and/or oppression occurrence. The adopted methodological procedures were the observation and the systematic registration of two teachers work in their grades 8 and 9, including meetings at the Collective Pedagogical Work Time, parents' meetings and common areas at school. It was possible to note that the teachers and students are affected by prejudiced and discriminatory subjective aspects which interfere and block the harmony between immigrants, descended and non-immigrants, impacting their personal and educational growth. We conclude that the educational institution is in disagreement with the current law. [ABSTRACT FROM AUTHOR]