TEACHING PRACTICES ON XENOPHOBIA IN THE CONTEXT OF PUBLIC BASIC EDUCATION IN BRAZIL (2017-2024)

A SYSTEMATIC LITERATURE REVIEW

Abstract

Public basic education in Brazil is essential for the formation of critical citizens aware of cultural and social diversity. This study addresses the relationship between xenophobia and teaching practices, seeking to answer the following question: how are teacher practices addressing xenophobia represented in the existing literature on basic education within the Brazilian public education system? The objective is to analyze research on teaching practices related to xenophobia in basic education, in the public and brazilian context, published between June 2017 and April 2024. As a methodological approach, a Literature Systematic Review was carried out, in which 21 publications were selected, highlighting five topics: teaching practice; xenophobia in school context; pedagogical challenges; activities, resources and teaching materials as proposals for combating xenophobia; and the role of schools in inclusion. The data illustrates the presence of xenophobia in the school environment, bringing out the lack of policies to welcome migrant students, the gap in teacher training and the pedagogical challenges, especially in communication. Despite this, individual and collective initiatives by teachers and managers seek to address these issues with their own resources. The study shows deficiency in the academic literature regarding how these practices can influence and shape students’ perceptions of xenophobia. These results identify the necessity of further research on this relationship, as well as to strengthen public educational policies, considering these as fundamental steps towards building a more welcoming, critical and inclusive education.