“Caraotas Negras Venezolanas:” spatial experience as a language of sharing
DOI:
https://doi.org/10.5212/PraxEduc.v.20.24700.085Abstract
This article discusses how migrant children engage with and transform the social and cultural signs of the society that welcomes them, based on the theoretical-methodological framework of Bakhtinian dialogism and the concept of spatial experience, inspired by L. S. Vygotsky and his collaborators. In this context, schools play a fundamental role in the process, as they often place migrant children in contact with a culture different from the social space familiar to them and previously experienced. Throughout the text, episodes from a study conducted in 2023, in the city of Juiz de Fora, Minas Gerais, Brazil, are presented, bringing teachers’ narratives about the socialization process of these children in the new territory they inhabit. The findings highlight that they are also active agents in this process, not merely recipients of the culture that welcomes them, but creators of other socio-spatial experiences.
Keywords: Migrant infants. Spatial experiences. Shared languages.
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