Marcelle Aguiar

Marcelle Aguiar holds a Master's degree in School Social Intervention and is currently a PhD candidate in Education with the project: “Beyond Borders: Inclusion of Immigrant Students and Their Implications in the Teaching-Learning Process and Assessment in Higher Education in Castelo Branco.”. 

Advisor: Louise dos Santos Lima

Co-Advisor: Carla Galego

• School Social Intervention
• Integrated School Management
• Supervision and Guidance
• Clinical and Institutional Psychopedagogy
• Social Inclusion of Youth
• Early School Leaving and Dropout Prevention
• Second Chance Education
• Educational Policies
• Collaborative Research

Abstract

Since I left Brazil to pursue my master's degree in Portugal in 2018, I have observed a significant increase in the number of immigrant students enrolled in higher education in Castelo Branco. This phenomenon reflects an important change in the region's student demographics and presents challenges and opportunities for educational policies and institutional practices. This research investigates the implications of including immigrant students in the teaching-learning process and assessment, highlighting the importance of adaptations in admission policies, academic support, and cultural integration. 

The proposed hypotheses suggest that the increase in the presence of immigrant students may be correlated with recent demographic changes and migratory flows, as well as reflecting an institutional response to diversity and an attempt to promote educational inclusion. Additionally, it is suggested that this increase may have a positive impact on the social and cultural dynamics of the academic environment. Based on a qualitative approach, including semi-structured interviews with students and teachers, this research seeks to understand the perceptions and experiences of those involved, exploring the social and educational dynamics involved in the inclusion of immigrant students. Authors such as Pierre Bourdieu, Paulo Freire, and Zygmunt Bauman provide a solid theoretical foundation for the literature review, exploring themes such as social inequality, critical pedagogy, and fluidity of social relations. Through this study, I aim to contribute to a deeper understanding of the challenges and opportunities associated with the inclusion of immigrant students in higher education, thus promoting reflection on more inclusive and culturally sensitive educational policies and practices.