Acceptance of children of gypsy origin in a public school of State of Minas Gerais, Brazil

Abstract

Despite their cultural richness, the gypsy people, like many other ethnic minorities, suffer great discrimination and prejudice in all countries, including Brazil. Brazilian gypsies have their enrollment guaranteed by law in schools (LDB 9.394/96), but the nomadic or semi-nomadic nature of their camps makes it difficult to have an effective process of attendance, performance monitoring, and school intervention, resulting in low performance and consequent social discrimination. Given this context, this university extension project aimed to promote socialization actions for students of gypsy origin (calé) in a public school in Santa Bárbara, Minas Gerais. Through art workshops, the project team allowed and encouraged gypsy children to speak freely about their anxieties, aspirations, and difficulties. These actions are important for a consequent improvement in their socialization and school performance, focusing on policies to combat school and social exclusion. By working with the difficulties, anxieties, and fears of children from gypsy families, University of the State of Minas Gerais graduates experienced an important moment of social learning, which contributes to the formation of an Engineering professional who is more integrated with the demands of society.