Português para todos:a aprendizagem da língua portuguesa como facilitadora da interculturalidade e da inclusão social
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2010
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Em Portugal tem-se legislado sobre a inclusão social quer das pessoas consideradas com Necessidades Educativas Especiais [NEE] quer da recente heterogeneidade sócio-cultural proveniente da imigração. Mas, para existir inclusão, legislar não é o suficiente. É preciso haver uma outra forma de pensar e sentir por parte do público em geral. Esta reflexão sobre os modelos de inclusão não pode ficar circunscrita aos pensadores e aos académicos. A diferença não pode ser vista como um problema, assimilada e anulada. Pelo contrário, esta deverá ser móbil para o diálogo entre culturas. Precisamos sair do multiculturalismo e entrar num cosmopolitismo aberto a novos valores, outras identidades e à diferença física, cognitiva, cultural, linguística e religiosa, no sentido de se conseguir uma sociedade mais coesa e humana.
Só quando existir uma séria sensibilização para a mutação de práticas (porque não basta pensar) que incluam a colaboração multidisciplinar, a família e a comunidade, é que as pessoas em situação de deficiência vão alcançar a sua independência e crescer pessoal, social e até mesmo profissionalmente. Com os estrangeiros acontece exactamente o mesmo. E, concretamente em relação a estes, para além da tolerância, abertura e diálogo social, saber Português é condição sine qua non para que a sua integração seja plena.
Por isso é que o curso de Português Para Todos [PPT] constitui uma iniciativa de elevado relevo, no sentido em que garante ao Utilizador Elementar Falante de Outras Línguas [UEFOL] a possibilidade de – comunicar nas várias situações da vida quotidiana, permitir a sua inclusão social e profissional no país de acolhimento e criar uma interculturalidade dinâmica caracterizada pelo estreito relacionamento entre diferentes culturas e valores.
No sentido de se conhecer mais sucintamente os motivos que levaram à criação do curso de PPT, em que consiste, a sua organização, a caracterização dos formandos e da entidade formadora, foram aplicados alguns métodos de pesquisa de informações, a saber: pesquisa documental, observação naturalista, entrevista, inquérito e testes de diagnóstico.
Os dados obtidos permitiram traçar um caminho para uma intervenção bem sucedida numa escola EB 2,3 do Algarve, divulgando o contributo que o curso de PPT pode dar quer na aprendizagem da Língua Portuguesa [LP] quer na interculturalidade assentes numa dinâmica educativa que ocorra tanto na sala de aula como no seio da comunidade escolar e local.
In Portugal we have legislation on the social inclusion of people considered either with special Educational Needs or the recent socio-cultural heterogeneity resulting from immigration. But legislating isn‟t enough for inclusion to be possible. It is necessary another way to think and feel from the people in general. This reflection on the models of inclusion cannot be confined to academics and thinkers. The difference cannot be seen as a problem, assimilated and eliminated. Rather, it should promote the dialogue between cultures. We need to get out of multiculturalism and get involved in a cosmopolitanism receptive to new values, identities and other physical, cognitive, cultural, linguistic and religious differences in order to achieve a more cohesive and human society. People who suffer from disabilities will achieve their independence and grow personally, socially and professionally only when there is a serious sensitization for the changing of practices (because thinking isn‟t all) that includes the multidisciplinary collaboration, family and community. With foreigners happens exactly the same. And specifically in relation to these, in addition to tolerance, openness and social dialogue, understanding Portuguese is the sine qua non condition for the integration to be complete. That is why the Portuguese Course for All is an initiative of high importance, because it guarantees the Elementary User Speaker of Other Languages the possibility of communicating in various everyday situations; it allows their social and professional integration in the host country and it creates an intercultural dynamics characterized by close relationships between different cultures and values. In order to know more succinctly the reasons that led to the creation of this course, in what it consists, its organization, the characterization of the trainees and the training entity, some methods of information gathering were applied, namely: documentary research, naturalistic observation, interviews, investigations and diagnostic tests. The collected data allowed tracing a path to a successful intervention in an EB 2, 3 school in Algarve, disclosing the contribution that the course may give whether in the learning of Portuguese or in intercultural education based on a dynamic that occurs both in the classroom and within the school and local community.
In Portugal we have legislation on the social inclusion of people considered either with special Educational Needs or the recent socio-cultural heterogeneity resulting from immigration. But legislating isn‟t enough for inclusion to be possible. It is necessary another way to think and feel from the people in general. This reflection on the models of inclusion cannot be confined to academics and thinkers. The difference cannot be seen as a problem, assimilated and eliminated. Rather, it should promote the dialogue between cultures. We need to get out of multiculturalism and get involved in a cosmopolitanism receptive to new values, identities and other physical, cognitive, cultural, linguistic and religious differences in order to achieve a more cohesive and human society. People who suffer from disabilities will achieve their independence and grow personally, socially and professionally only when there is a serious sensitization for the changing of practices (because thinking isn‟t all) that includes the multidisciplinary collaboration, family and community. With foreigners happens exactly the same. And specifically in relation to these, in addition to tolerance, openness and social dialogue, understanding Portuguese is the sine qua non condition for the integration to be complete. That is why the Portuguese Course for All is an initiative of high importance, because it guarantees the Elementary User Speaker of Other Languages the possibility of communicating in various everyday situations; it allows their social and professional integration in the host country and it creates an intercultural dynamics characterized by close relationships between different cultures and values. In order to know more succinctly the reasons that led to the creation of this course, in what it consists, its organization, the characterization of the trainees and the training entity, some methods of information gathering were applied, namely: documentary research, naturalistic observation, interviews, investigations and diagnostic tests. The collected data allowed tracing a path to a successful intervention in an EB 2, 3 school in Algarve, disclosing the contribution that the course may give whether in the learning of Portuguese or in intercultural education based on a dynamic that occurs both in the classroom and within the school and local community.
Descrição
Orientação: Isabel Sanches
Palavras-chave
LÍNGUA PORTUGUESA, MULTICULTURALISMO, INCLUSÃO SOCIAL, MULTICULTURALISM, PORTUGUESE LANGUAGE, SOCIAL INCLUSION, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO - EDUCAÇÃO ESPECIAL: DOMÍNIO COGNITIVO E MOTOR, EDUCAÇÃO, EDUCATION