ACTION RESEARCH IN EDUCATION: EXPERIENCES WITH IMMIGRANT STUDENTS IN THE BRAZILIAN PUBLIC SCHOOL

Abstract

The article presents action research as the methodological approach of a doctoral thesis in Educational Sciences at the University of Minho, which seeks to answer the question: "Can the Pedagogy of Cooperation support the socialization process of immigrant students and their families within the context of public education?" The study is justified by the increasing enrollment of immigrant students in Brazilian schools, highlighting the need for pedagogical practices aimed at welcoming and socialization. The objectives are: to characterize the contexts and perceptions of immigrant students, teachers, and school counselors; to define collaborative actions based on the Pedagogy of Cooperation; and to identify the effects of these actions. The choice of then method of action research was due to its qualitative and collaborative nature, enabling the articulation between theory and practice, with a focus on social and emancipatory transformation. The theoretical foundation is based on the socio-critical paradigm, emphasizing its flexibility, cyclical nature, and collaborative character. The method proved to be appropriate for promoting a participatory and welcoming education, facilitating closer relationships between the researcher, students, and teachers. Its flexibility allowed for the adaptation of actions to the specificities of each school context, fostering greater engagement of immigrant students. Active participation and listening to students' interests enhanced the construction of collaborative environments.