INVISIBLES AT SCHOOL: RE-SIGNIFYING FOSTER CARE PEDAGOGIES FOR ADOPTED AND INSTITUTIONAL CHILDREN AND ADOLESCENTS

Resumo

This article presents the results of a qualitative research on adopted institutional care children and adolescents that investigated the need to re-signify Foster Care Pedagogies to reverse their invisibility in schools. Freire's (2000) and Skliar's (2019) contributions on inclusion and diversity pointed to the need for greater attention to the uniqueness of each child and adolescent enrolled in elementary schools. It was executed a case study based on Yin (2000), where three interviews were conducted with the teacher, pedagogical coordinator and principal; four interviews with families of adopted children; and a workshop with twenty-two students in a municipal school in Caxias do Sul/RS, Brazil. Categories of analysis were built considering the pedagogies of Reception, the planning of the pedagogical strategy for children and adolescents adopted and the impact of institutional care for children. It was possible to observe that when the condition of adoption or institutional foster care is made invisible in educational spaces, and it can cause significant changes in the learning and development of these human beings. For data analysis, it was used the content analysis technique of Bardin (1994). The results indicated that it is necessary to accomplish inclusive actions that consider the differences of children and adolescents adopted or in institutional care.