Challenges for the inclusion of immigrant students in a public school in Manaus-AM, Brazil

This article presents theoretical discussion and reflections on situations experienced in a public school by different immigrant students. Thus, the general objective was to debate the potentialities and difficulties faced by immigrant students in their daily school lives, enrolled in Elementary School II, at a State School located in Manaus (AM), in the Northern region of Brazil. The problem that inspired this work is observed in the following questions: a) how did the inclusion of these immigrant students occur in a reality completely different from theirs? b) how to overcome challenges, such as language difficulties, isolation and bullying? c) how did the pedagogical team act to minimize these students' adaptation problems? It uses elements of qualitative and descriptive research and, as procedures, we opted for bibliographical research on interculturality and the rights of immigrants to education in Brazil. Also, reflections on the experience lived and recorded using the technique of participant observation in a public school were used. It was observed that despite obstacles, such as difficulties in using the Portuguese language, different customs and the absence of a specific service policy, Venezuelan and Haitian immigrants participate in school life, even partially. School inclusion must be thought of and implemented in a broad way and attentive to new territorial dynamics.