Research Article
Away from Home Studying in Brazil: Bulgarian Children’s Experiences of Brazilian Education

Bojana Matelova

552 1113

Article Metrics

Views

 

552

Downloads

 

1113

Citations

Crossref

0


Matelova. Away from home studying in brazil: bulgarian children’s experiences of brazilian education. European J Psychol E. 2020;3(1):49-58. doi: 10.12973/ejper.3.1.49
Matelova, B. (2020). Away from home studying in brazil: bulgarian children’s experiences of brazilian education. European Journal of Psychology and Educational Research, 3(1), 49-58. https://doi.org/10.12973/ejper.3.1.49
Matelova Bojana. "Away from Home Studying in Brazil: Bulgarian Children’s Experiences of Brazilian Education," European Journal of Psychology and Educational Research 3, no. 1 (2020): 49-58. https://doi.org/10.12973/ejper.3.1.49
Matelova, 2020, 'Away from home studying in brazil: bulgarian children’s experiences of brazilian education', European Journal of Psychology and Educational Research, vol. 3, no. 1, pp. 49-58. Matelova, Bojana. "Away from Home Studying in Brazil: Bulgarian Children’s Experiences of Brazilian Education." European Journal of Psychology and Educational Research, vol. 3, no. 1, 2020, pp. 49-58, https://doi.org/10.12973/ejper.3.1.49.

Abstract

This paper presents findings from an extensive study conducted in Brazil. The main subjects of the study were Bulgarian children living and studying in Brazilian schools. The main goal was to indicate what kind of problems and obstacles they experience during the school time in Brazil and how the Brazilian government and people support these Bulgarian children. The data was collected by a Bulgarian research team that travelled to the remote regions of Brazil where many Bulgarian citizens live and work. The researchers took interviews with the Bulgarian children and their parents as well as school staff at the schools in Brazil with a high population of Bulgarian children. The analysis revealed many different problems that Bulgarian children and their parents highlighted, such as problems with the language of instructions, misunderstandings of school rules and general problems related to living in the remote areas of Brazil, such as weather and heat-related issues. Although many Bulgarian families reported some problems, they were still determined to continue their life and career in Brazil, and they want to continue to pursue their dreams.

Keywords: Bulgarian children, Brazil, intercultural education, qualitative study, social inclusion.


References

Adams, L., & Kirova, A. (2007). Global migration and education: School, children, and families. Lawrence Erlbaum Associates.

Agergaard, S. (2018). Rethinking sports and integration: Developing a transnational perspective on migrants and descendants in sports. Routledge.

Armstrong, F., & Tsokova, D. (2019). Action research for inclusive education: Participation and democracy in teaching and learning. Routledge.

Atkinson, P. (2001). Handbook of ethnography. SAGE.

Bekerman, Z., & Kopelowitz, E. (2008). Cultural education, cultural sustainability: Minority, diaspora, indigenous, and ethno-religious groups in multicultural societies. Routledge.

Bruggman, A., & Ortiz-Hartman, K. (2017). Community & family health issues: An encyclopedia of trends, conditions & treatments. Salem Press.

Calderon, J. Z. (2015). Lessons from an activist intellectual: Teaching, research, and organizing for social change. University Press of America, Inc.

Carlsson, U. (2008). Empowerment through media education: An intercultural dialogue. Goteborg University.

Cowles, M. A., Oliveira, S. M., & Wiedemann, L. (2006). Portuguese as a second language: In the United States, in Brazil, and in Europe. Hispania, 89(1), 123-132. https://doi.org/10.2307/20063258

Danforth, S., & Smith, T. J. (2005). Engaging troubling students: A constructivist approach. Corwin Press.

Dantas, J. B. (1981). Desnutricao e aprendizagem: Experimento de campo sobre os efeitos da estimulacao escolar na realizacao cognitiva de criancas em varios estados nutricionais [Malnutrition and learning: Field experiment on the effects of school stimulation on the cognitive performance of children in various nutritional states]. Editora Atica.

Darling-Hammond, L., Burns, D., Campbell, C., Goodwin, A. L., Hammerness, K., Low, E.-L., McIntyre, A., Sato, M., & Zeichner, K. (2017). Empowered educators. How high-performing systems shape teaching quality around the world. Jossey-Bass.

Dasen, P. R., & Akkari, A. (2008). Educational theories and practices from the majority world. Sage Publications.

De Bot, K., Ginsberg, R. B., & Kramsch, C. (1991). Foreign language research in cross-cultural perspective (Vol. 2). John Benjamins.

Dean, M. J. (2000). An examination of Western influences on Indigenous language teaching. Learn in Beauty: Indigenous Education for a New Century, 1(1), 102-113.

Denov, M. S., Maclure, R. A., Campbell, K. M., & Seneviratne, D. (2011). Children's Rights and International Development: Lessons and challenges from the field. Palgrave Macmillan.

Dicks, B. (2012). Digital qualitative research methods. SAGE Publications.

Dovigo, F. (2018). Challenges and opportunities in education for refugees in Europe: From research to good practices. Brill Sense.

Duran, N. (1992). Educacion, retorica y poetica: Tratado de la educacion en Aristoteles [Education, rhetoric and poetics: Treatise on education in Aristotle]. Ediciones Universidad de Navarra.

Espinoza-Herold, M., Contini, R. M., Ambrosini, M., Armillei, R., Colombo, M., De Luca, D., Edling, C., Ishi, A., Kaczorowski, K. P., Mascitelli, B., Menendez Alarcon, A. V., Mollenhorst, G., Pecoud, A., Petak, F., Portes, A., Pozzi, S., Ptashnick, M., Rydgren, J., Rysst, M., Santagati, M., & Zuberi, D. (2017). Living in two homes: Integration, identity and education of transnational migrants in a globalized world. Emerald Publishing.

Fernandez, B. R. (2003). Encyclopedia of psychological assessment. SAGE Publications.

Figueiredo, S. (2017). Learning Portuguese as a second language. Springer.

Garcia-Sanchez, I. M., & Orellana, M. F. (2019). Language and cultural practices in communities and schools: Bridging learning for students from non-dominant groups. Routledge.

Gbadamosi, A. (2016). Handbook of research on consumerism and buying behavior in developing nations. Business Science Reference.

Gibson, M. A., & Ogbu, J. U. (1991). Minority status and schooling: A comparative study of immigrant and involuntary minorities. Garland.

Glazzard, J. (2010). Teaching primary special educational needs. Learning Matters.

Gray, C., & MacBlain, S. (2015). Learning theories in childhood (2nd ed.). SAGE.

Guo, Z. (2014). Young children as intercultural mediators: Mandarin-speaking Chinese families in Britain. Multilingual Matters.

Hands, C. M., & Hubbard, L. (2011). Including families and communities in urban education. Information Age Pub.

Ho, J. (2013). Immigrants: Acculturation, socioeconomic challenges and cultural psychology. Nova Science Publishers, Inc.

Ibeneme, O., Alumode, B., & Usoro, H. S. U. (2012). The state of education in Nigeria. West & Solomon Publishing Coy Ltd.

Ijalba, E., Velasco, P., & Crowley, C. J. (2019). Language, culture and education: Challenges of diversity in the United States. Cambridge University Press.

Jackson, S. (2010). Education for social inclusion: Can we change the future for children in care? University of London Institute of Education.

Jason, L., & Glenwick, D. (2016). Handbook of methodological approaches to community-based research: Qualitative, quantitative, and mixed methods. Oxford University Press.

Jenkins, F., Nolan, M., & Rubenstein, K. (2014). Allegiance and identity in a globalised world. Cambridge University Press.

Jurkova, S. (2014). The role of ethno-cultural organizations in immigrant integration: A case study of the Bulgarian society in Western Canada. Canadian Ethnic Studies, 46(1), 23-44.

Keengwe, J., & Onchwari, G. (2019). Handbook of research on assessment practices and pedagogical models for immigrant students. Information Science Reference.

Kiuchukov, K. (2010). Essays on the language, culture and education of Roma. Uppsala University.

Klein, P. S., & Hundeide, K. (1996). Early intervention: Cross-cultural experiences with a mediational approach. Garland Pub.

Lansford, J. E., Deater-Deckard, K. D., & Bornstein, M. H. (2007). Immigrant families in contemporary society. Guilford Press.

Lew, J. (2006). Asian Americans in class: Charting the achievement gap among Korean American youth. Teachers College Press.

Markova, E., & Sarris, A. H. (2007). The performance of Bulgarian illlegal immigrants in the Greek labour market. South European Society and Politics, 2(2), 57-77. https://doi.org/10.1080/13608749708539507

Marschan-Piekkari, R., & Welch, C. (2004). Handbook of qualitative research methods for international business. Edward Elgar.

Matelova, B., & Ibrahimova, I. (2014). Конструктивизъм в българските училища: Съвременен подход към задължителното образование [Constructivism in Bulgarian schools: Modern approach to compulsory education]. Bulgarian Journal of Science and Education Policy, 8(special issue 4), 47-94.

Maxim, G. W. (2010). Dynamic social studies for constructivist classrooms : inspiring tomorrow's social scientists (9th ed.). Allyn & Bacon.

Marquez L. E., & Torrico, M. G. (2012). Educacion intercultural y comunidades de aprendizaje: Alianzas, compromisos y resistencias en el escenario escolar andaluz [Intercultural education and learning communities: Alliances, commitments and resistance in the Andalusian school setting]. Los Libros de la Catarata.

McConaughy, S. H. (2008). Collaborating with parents for early school success: The achieving-behaving-caring program. Guilford Press.

Montrul, S., Dias, R., & Santos, H. (2011). Clitics and object expression in the L3 acquisition of Brazilian Portuguese: Structural similarity matters for transfer. Second Language Research, 27(1), 21-58. https://doi.org/10.1177/0267658310386649

Movimento dos Trabalhadores Rurais sem Terra (Brazil). (2005). Dossie MST escola: Documentos e estudos 1990-2001 [MST school dossier: Documents and studies 1990-2001] (2nd ed.). Distribuicao Expressao Popular.

Nowak, E., Schrader, D., & Zizek, B. (2013). Educating competencies for democracy. Peter Lang Edition.

Oldfather, P., & West, J. (1999). Learning through children's eyes: Social constructivism and the desire to learn. American Psychological Association.

Paredes V. A. (1993). El duende y otros cuentos: Enfoques exitosos para la enseñanza de la segunda lengua [The elf and other tales: Successful approaches to teaching a second language]. Instituto Nacional de cultura, Direccion Nacional de Extension Cultural, Departamento de Letras.

Park, H., & Kao, G. (2018). Research in the sociology of education. Emerald Publishing.

Portes, A., & Rumbaut, R. n. (2006). Immigrant America: A portrait. University of California Press.

Pringle, R. M., Oslick, M. E., & Lowery, R. M. (2019). Land of opportunity: Immigrant experiences in the North American landscape. Rowman & Littlefield,.

Reyhner, J. (2010). Indigenous language immersion schools for strong indigenous identities. Heritage Language Journal, 7(2), 138-152.

Rose, R. (2010). Confronting obstacles to inclusion: International responses to developing inclusive education. Routledge.

Sanchez Sorondo, M., Malinvaud, E., & Lena, P. (2007). Globalization and education. Walter De Gruyter.

Schlup, L. C., & Blochowiak, M. A. (2007). Schools and scholars: American education in the Gilded Age as seen by contemporaries. Midwest Press.

Schneider, J., Avis, M., & Leighton, P. (2007). Supporting children and families: Lessons from Sure Start for evidence-based practice in health, social care and education. Jessica Kingsley Publishers.

Sheehy, K. (2005). Ethics and research in inclusive education: Values into practice. RoutledgeFalmer.

Smilkstein, R. (2011). We're born to learn: Using the brain's natural learning process to create today's curriculum. Corwin Press.

Stanek, M. (2009). Patterns of Romanian and Bulgarian migration to Spain. Europe-Asia Studies, 61(9), 1627-1644.

Testa, A., & Amara, M. (2016). Sport in Islam and in Muslim communities. Routledge.

Thomas, F. (2016). Handbook of migration and health. Edward Elgar Publishing.

Totseva, Y. (2014). The education reforms, public discussions and social changes in Bulgaria. International Journal of Cross-Cultural Studies and Environmental Communication, 3(1), 124-134.

Towl, P., & Hemphill, S. (2016). Locked out: Understanding and tackling school exclusion in Australia and Aotearoa New Zealand. NZCER Press.

Tupkova-Zaimova, V., & Miltenova, A. (2011). Historical and apocalyptic literature in Byzantium and Medieval Bulgaria. Istok-Zapad.

Tusting, K. (2020). The Routledge handbook of linguistic ethnography. Routledge.

Vendramini, C. l. R. (2000). Terra, trabalho e educacao: Experiencias socio-educativas em assentamentos do MST [Land, work and education: Socio-educational experiences in MST settlements]. Editora UNIJUI.

Vikman, J. P. (1990). Paluuoppilas pari vuotta Suomeen muuton jälkeen: Koulunvaihdosta selviytymisen seuruututkimus [Exchange students‘ experiences  of education in Finland: A follow-up study on coping with school reforms]. Tampereen yliopisto.

Weinberg, D. (2002). Qualitative research methods. Blackwell Publishers.