Classified "A" by ANVUR in the fields 11/D1, 11/D2 Scientific in the field 14.
Abstract:
This contribution aims to highlight how educational action in school contexts in which migrant pupils are inserted, at times, leads to inclusive rhetoric, generating the so-called "exclusive inclusions", since, instead of promoting equity and integral development, it ends up fueling discrimination and a culture of marginality. These dynamics, defined through the concept of necrodidactics, borrowed from the reflections of Achille Mbembe (2016) on necropolitics, denounce an educational practice that annihilates subjectivities through mechanisms of control and discrimination, revealing the exercise of a symbolic power (Damiano, 2007) that marginalizes migrant pupils, who are extremely vulnerable subjects, contributing to school dropout. The perspective of teaching in territorial networks can be a model of intervention that, by placing the young migrant at the center of the development project, but with the involvement of different actors (school, families and territory, educational technologies), not only consolidates the idea of the educating community, but promotes attention to the educational action that, by increasingly assuming an ethical value, it deconstructs rhetoric and toxic narratives and favors the integral development of migrant subjects and the enhancement of their diversity.
