Immigrant Children and Early Childhood Educators' Conceptions of Mathematical Exploration in Braga, Portugal

• Grant number: 24/16760-9
• Support Opportunities: Scholarships abroad - Research Internship - Doctorate
• Start date: September 01, 2025
• End date: February 28, 2026
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Klinger Teodoro Ciríaco
• Grantee: Fernando Schlindwein Santino
• Supervisor: Pedro Manuel Baptista Palhares
• Host Institution: Centro de Educação e Ciências Humanas (CECH). Universidade Federal de São Carlos (UFSCAR). São Carlos , SP, Brazil
• Institution abroad: Universidade do Minho (UMinho), Portugal
• Associated to the scholarship: 22/09965-8 - Indigenous childhood and Mathematical exploration in play: the emergency of an intercultural curriculum in urban childhood education, BP.DR

Abstract

This project refers to a request for a Research Internship Abroad Scholarship (BEPE) linked to research funded by the São Paulo Research Foundation (FAPESP), process No.: 2022/09965-8. It is a proposal for academic exchange at the doctoral level, aimed at establishing a connection with the Research Centre for Child Studies (CIEC) at the University of Minho in Braga, Portugal. The objective is to engage in activities that focus on deepening theoretical-methodological frameworks to problematize the development of new approaches in the study of different childhoods and intercultural curriculum in Early Childhood Education. Given that the context of the internship does not specifically involve indigenous children, it is necessary to look at "other childhoods"-immigrant children-consistent with the Portuguese reality. The goal is to spend six months abroad conducting a survey of CIEC's work on childhood and engaging in dialogue with a group of teachers. In terms of expected outcomes, it is believed that this experience will allow for the expansion of the doctoral thesis, based on the results obtained during the stay abroad, regarding the possibilities of constructing an intercultural curriculum in Brazil. The findings will be shared through outreach activities at UFSCar, as well as through writing and publishing scientific articles in relevant conferences and journals. Additionally, there will be ongoing dialogue with foreign theoretical frameworks that outline processes of curriculum decolonization. The collaboration with Professor Dr. Pedro Palhares will significantly contribute to the academic development of the proposing researcher and the internationalization of the postgraduate program.