TOWARDS A PLURAL AND MULTICULTURAL EDUCATION: BORDER SCHOOLS AND TEACHING PRACTICES

Abstract

This article, in the form of a theoretical-bibliographical essay, aims to reflect on how the public education system has structured itself to receive these migrant students and what role teacher training has played in this process. We start from the border reality of Corumbá, in western Mato Grosso do Sul, with its intense migratory flow to the Bolivian cities of Puerto Quijarro and Puerto Suárez, to approach the educational reality of schools located on international borders and the specificities of the practice of teachers in these schools that historically receive a contingent of predominantly Spanish-speaking international migrant students. More than a challenge, this context can be an opportunity to build a more pluralistic education, sensitive to differences and committed to human rights. To this end, it is essential to invest in teacher training, in the development of inclusive pedagogical practices, and in the valorization of cultural diversity as a structuring axis of the educational process.