LEARNING DIFFICULTIES OF IMMIGRANT CHILDREN: AN ACTION RESEARCH IN A MUNICIPAL SCHOOL IN ITAPEMA, SANTA CATARINA

This study deals with the learning difficulties experienced by immigrant children in the school context. The article aims to report on a psycho-pedagogical intervention focused on the learning difficulties of immigrant children in an elementary school. It is an action research conducted in a municipal school in Itapema, Santa Catarina, Brazil. A total of nine interventions were carried out between May and September 2024, involving 107 participants, both managers and teachers of Elementary School I, as well as immigrant children. The interventions with teachers aimed to help them recognize the heterogeneity of students, developing the skills and competencies necessary to better address the learning difficulties presented by immigrant students. The interventions conducted with children, through activities such as rhyming games, "syllable catch," phonological and word recognition games, and discussion circles, contributed to developing socio-emotional and relational skills. These activities demonstrated a positive response from students to the psychopedagogical interventions implemented, reflected in greater engagement in the teaching-learning process and increased interest in knowledge. A limitation of this study was the lack of contact with the families of immigrant children, as well as the time constraints for conducting the research. Advancing studies on this topic is necessary to avoid neglecting the humanity of immigrant children. Without such progress, schools risk reinforcing violent and discriminatory practices rather than fostering institutions grounded in diversity, welcoming, integration, and inclusion of these children.