Clare Hall is pleased to share that Dr Jáfia Naftali Câmara, former Affiliated Postdoctoral Member of the College and a British Academy Postdoctoral Research Fellow at the Faculty of Education, University of Cambridge, has completed a research visit to the UNESCO International Institute for Educational Planning (IIEP) in Paris as part of its Visiting Researcher Programme.

During her time at Clare Hall, Dr Câmara conducted an important study on education provision for migrant and refugee children in Brazil. This work has now been published as a UNESCO-IIEP working paper. The full paper is available here.

Many congratulations to Dr Câmara from all of us at Clare Hall!

About the Study

The working paper calls for a transition from short-term emergency responses toward equitable and sustainable education systems for (im)migrant and refugee children in Brazil. The research focuses on Roraima, the principal entry point for Venezuelan migrants, including many Indigenous peoples.

Abstract by Dr Câmara:

This working paper calls for a shift from emergency humanitarian responses to providing equitable and sustainable education for (im)migrant and refugee children and youth in Brazil. It focuses on Roraima, the main entry point for migrants from Venezuela, including many Indigenous peoples. The study reviews Brazil’s inclusive education framework, which guarantees educational rights for all, regardless of migration status.

The mixed-methods research (2023-2024) used interviews, observations, and surveys with teachers, school leaders, families, and officials. Policies like Resolution No. 1 (2020) support school enrolment. However, inconsistent implementation and short-term humanitarian approaches undermine these efforts. The research identified several challenges. These include disruptions from the relocation programme (interiorização), insufficient specialised teacher training, and a lack of appropriate materials for multilingual students, especially Indigenous Warao and Spanish speakers. Municipal school systems also struggle with unpredictable student turnover and limited resources.

The paper demonstrates that although local schools and teachers are mainly held responsible for including newly arrived children, they receive inadequate systemic and structural support. Despite these limitations, teacher-led and school-based initiatives reflect strong local agency and possible ways forward. This study urges policymakers to shift toward long-term educational planning rather than emergency-based approaches. Specifically, it recommends: (1) strengthen inter-agency coordination to ensure sustained educational continuity for all (im)migrant children; (2) mandate and provide sufficient funding for intercultural and plurilingual teacher training, tailored to the needs of Indigenous and multilingual students; (3) formally recognise Indigenous migrant rights within education policy; and (4) increase targeted investment in school infrastructure to accommodate fluctuating enrolment and diverse linguistic needs. Ultimately, embedding equity at all policy and practice levels and treating human mobility as an enduring social reality are essential.