Acolhimento aos migrantes : integração das crianças migrantes em contexto escolar
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2024
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Nos últimos anos têm-se vindo a registar um aumento dos fluxos migratórios, devido a questões económicas, falta de segurança, a questões políticas e conflitos armados. Com a chegada de novos migrantes muitas vezes acompanhados das suas famílias, é fundamental haver uma preocupação acrescida com o seu acolhimento e a sua integração, focando nos na integração das crianças no meio escolar. Para que o processo de integração seja bem eficaz é fundamental haver uma sensibilização junto dos indivíduos, para fomentar a integração e evitar conflitos e comportamentos desadequados para com a população migrante. O presente estudo procurou conhecer a perceção dos estudantes imigrantes do segundo e terceiro ciclo quanto à sua integração escolar e identificar as estratégias adotadas pelos professores para promover a integração das crianças. Para tal, foi realizado um estudo exploratório, recorrendo à metodologia qualitativa, nomeadamente, a entrevistas semiestruturadas que foram realizadas a 24 professores e a 47 alunos do agrupamento de escolas de Benavente, em articulação com o Centro Local de Apoio ao Migrante (CLAIM) e Câmara Municipal de Benavente (CMB). Através da análise do conteúdo conseguimos destacar que a maioria dos alunos se sente integrado na escola e o seu acolhimento é realizado de uma forma bastante positiva, dando enfase a que para se sentirem mais integrados deveriam ser reforçadas as aulas da disciplina de Português Língua não Materna (PLNM). Os professores à semelhança dos alunos também sentiram que a integração destes alunos foi realizada sem grandes conflitos, apesar de haver alguns comportamentos desadequados para com os alunos migrantes, sendo necessário uma intervenção mais integradora. As dificuldades sentidas por parte dos professores vão de encontro com algumas dificuldades dos alunos, nomeadamente a barreira linguística, que por vezes limita a socialização e consequentemente a integração. A Escola não tem um método/projeto de integração comum, ou seja, cada professor tem a sua forma de acolher e integrar os seus alunos como considera mais vantajosa e melhor para o seu aluno. No entanto, as preocupações de uma integração plena, eficaz e integradora são propósitos comuns da comunidade educativa. Palavras-chave: Migração; Integração; Educação Intercultural; Diversidade Cultural.
In recent years, there has been an increase in migratory flows, due to economic issues, lack of security, political issues and armed conflicts. With the arrival of new migrants, often accompanied by their families, it is essential to be more concerned about their reception and integration, focusing on the integration of children into the school environment. For the integration process to be very effective, it is essential to raise awareness among individuals, to encourage integration and avoid conflicts and inappropriate behavior towards the migrant population. The present study sought to understand the perception of second and third cycle immigrant students regarding their school integration and identify the strategies adopted by teachers to promote children's integration. To this end, an exploratory study was carried out, using qualitative methodology, namely semi-structured interviews that were carried out with 24 teachers and 47 students from the Benavente school group, in conjunction with the Local Migrant Support Center (CLAIM) and Benavente City Council (CMB). Through content analysis we were able to highlight that the majority of students feel integrated into the school and their reception is carried out in a very positive way, emphasizing that in order to feel more integrated, classes in the subject of Portuguese as a non-native language should be reinforced (PLNM). Teachers, like the students, also felt that the integration of these students was carried out without major conflicts, despite there being some inappropriate behavior towards migrant students, requiring their intervention. The difficulties experienced by teachers are in line with some of the students' difficulties, namely the language barrier, which sometimes limits socialization and consequently integration. The School does not have a common integration method/project, that is, each teacher has their own way of welcoming and integrating their students as they consider most advantageous and best for their student. However, the concerns of full, effective and integrative integration are common purposes of the educational community. Key words: Migration; Inclusion; Intercultural Education; Cultural Diversity.
In recent years, there has been an increase in migratory flows, due to economic issues, lack of security, political issues and armed conflicts. With the arrival of new migrants, often accompanied by their families, it is essential to be more concerned about their reception and integration, focusing on the integration of children into the school environment. For the integration process to be very effective, it is essential to raise awareness among individuals, to encourage integration and avoid conflicts and inappropriate behavior towards the migrant population. The present study sought to understand the perception of second and third cycle immigrant students regarding their school integration and identify the strategies adopted by teachers to promote children's integration. To this end, an exploratory study was carried out, using qualitative methodology, namely semi-structured interviews that were carried out with 24 teachers and 47 students from the Benavente school group, in conjunction with the Local Migrant Support Center (CLAIM) and Benavente City Council (CMB). Through content analysis we were able to highlight that the majority of students feel integrated into the school and their reception is carried out in a very positive way, emphasizing that in order to feel more integrated, classes in the subject of Portuguese as a non-native language should be reinforced (PLNM). Teachers, like the students, also felt that the integration of these students was carried out without major conflicts, despite there being some inappropriate behavior towards migrant students, requiring their intervention. The difficulties experienced by teachers are in line with some of the students' difficulties, namely the language barrier, which sometimes limits socialization and consequently integration. The School does not have a common integration method/project, that is, each teacher has their own way of welcoming and integrating their students as they consider most advantageous and best for their student. However, the concerns of full, effective and integrative integration are common purposes of the educational community. Key words: Migration; Inclusion; Intercultural Education; Cultural Diversity.
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SOCIAL WORK, MIGRATION, SOCIAL INTEGRATION, INTERCULTURAL EDUCATION, CULTURAL DIVERSITY, MESTRADO EM SERVIÇO SOCIAL - GESTÃO DE UNIDADES SOCIAIS E DE BEM-ESTAR, SERVIÇO SOCIAL, MIGRAÇÃO, INTEGRAÇÃO SOCIAL, EDUCAÇÃO INTERCULTURAL, DIVERSIDADE CULTURAL, Mestrado em Serviço Social - Gestão de Unidades Sociais e de Bem-Estar