Multiculturalidade na escola portuguesa: um novo modelo escolar?
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2013
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O mundo em que vivemos é cada vez mais complexo e multicultural como
resultado de uma migração que já se tornou um fenómeno global. Nas últimas décadas,
as pessoas da África, Ásia e América Latina, bem como de países do Leste Europeu,
espalharam-se por toda a Europa Ocidental.
Portugal (que foi um país de emigrantes) tem registado nos últimos anos fluxos
crescentes de imigração, primeiro dos PALOP mas, nos últimos anos, de origem
diversa, estimando-se ora a existência, no ensino básico, de crianças de 130 a 150
nacionalidades (tal segundo a Alta Comissária para a Imigração e Minorias Étnicas,
Rosário Farmhouse, na conferência "Lisboa - uma metrópole charneira de culturas”,
inserida no II Ciclo de Conferências Lisboa 2020, realizado na Fundação Cidade de
Lisboa /Outubro-2008).
Nas escolas, a pressão de integração dos filhos destes novos imigrantes reflectese
na gestão quotidiana, até porque as crianças e jovens são inseridos em turmas
adequadas à sua faixa etária e às habilitações adquiridas no país natal, mas nem sempre
estas se encontram em correspondência com os perfis de saída dos alunos cuja língua
materna é o Português e que sempre frequentaram o ensino em Portugal.
Assim, o trabalho tem como objetivo averiguar as eventuais dificuldades de
inserção dos alunos estrangeiros na vida escolar, conhecer o seu desempenho em
História e Geografia e identificar práticas pedagógicas significativas para ultrapassar as
condicionantes ligadas á escola multicultural. Pretende-se, ainda, aferir da frequência de
ações de formação oferecidas aos professores com o objetivo de mitigar as dificuldades
em lidar com a interculturalidade na sala de aula.
Para suporte metodológico realizaram-se entrevistas exploratórias, questionários a
professores com experiência de leccionação em ambientes culturais diversificados,
assim como questionários a alunos a frequentar a escola portuguesa, seja de origem
portuguesa, seja sobretudo de origem estrangeira, especialmente dos PALOP, com o
objetivo de validar o multiculturalismo escolar.
The world we live in is increasingly complex and multicultural as a result of migration. This becomes a global phenomenon. In recent decades, people from Africa, Asia and Latin America as well as from Eastern European countries spread throughout Western Europe…Portugal, which has always been a country of emigrants, has in recent years increasing flows of immigration, first from PALOPS (African countries official Portuguese language), but in recent years, of different origins, estimating the existence in schools, children from 130 to 150 nationalities, according to High Commissioner for Immigration and Ethnic Minorities, Rosario Farmhouse, in conference in Lisbon: "Lisboa - uma metrópole charneira de culturas, inserida no II Ciclo de Conferências Lisboa 2020” (Uma Metrópole Competitiva", realizado na Fundação Cidade de Lisboa /Outubro-2008) In our schools, the pressure to integrate the children of these new immigrants reflected in daily management, because children and young people are placed in classes appropriate to their age and qualifications acquired in their home countries, however, often these are not matching in output profiles of students whose native language is Portuguese, and always attended school in Portugal. So, the work presented, inserted under the Master about Teaching History and Geography of the third educational cycle (year 7-year 9) and Secondary Education (year 10.year 12), aims to investigate the potential difficulties in integration of foreign students in school life, meet their performance in the disciplines of History and Geography and identify significant pedagogical practices to overcome the constraints related to multicultural school. The aim is also to assess the frequency of training activities offered to teachers with the goal of mitigating the difficulties in dealing with intercultural classroom. For methodological support were held exploratory interviews, questionnaires to the teachers with experience of teaching in a diverse cultural environments, as well as questionnaires to students attending Portuguese school from Portugal and especially focus on foreign origin as PALOPS countries, with the objective of validating a multicultural school,
The world we live in is increasingly complex and multicultural as a result of migration. This becomes a global phenomenon. In recent decades, people from Africa, Asia and Latin America as well as from Eastern European countries spread throughout Western Europe…Portugal, which has always been a country of emigrants, has in recent years increasing flows of immigration, first from PALOPS (African countries official Portuguese language), but in recent years, of different origins, estimating the existence in schools, children from 130 to 150 nationalities, according to High Commissioner for Immigration and Ethnic Minorities, Rosario Farmhouse, in conference in Lisbon: "Lisboa - uma metrópole charneira de culturas, inserida no II Ciclo de Conferências Lisboa 2020” (Uma Metrópole Competitiva", realizado na Fundação Cidade de Lisboa /Outubro-2008) In our schools, the pressure to integrate the children of these new immigrants reflected in daily management, because children and young people are placed in classes appropriate to their age and qualifications acquired in their home countries, however, often these are not matching in output profiles of students whose native language is Portuguese, and always attended school in Portugal. So, the work presented, inserted under the Master about Teaching History and Geography of the third educational cycle (year 7-year 9) and Secondary Education (year 10.year 12), aims to investigate the potential difficulties in integration of foreign students in school life, meet their performance in the disciplines of History and Geography and identify significant pedagogical practices to overcome the constraints related to multicultural school. The aim is also to assess the frequency of training activities offered to teachers with the goal of mitigating the difficulties in dealing with intercultural classroom. For methodological support were held exploratory interviews, questionnaires to the teachers with experience of teaching in a diverse cultural environments, as well as questionnaires to students attending Portuguese school from Portugal and especially focus on foreign origin as PALOPS countries, with the objective of validating a multicultural school,
Descrição
Orientação: José Bernardino
Duarte
Palavras-chave
EDUCAÇÃO, ESCOLAS, MULTICULTURALISMO, ENSINO DA HISTÓRIA, ENSINO DA GEOGRAFIA, EDUCATION, SCHOOLS, MULTICULTURALISM, HISTORY TEACHING, GEOGRAPHY TEACHING, MESTRADO EM ENSINO DA HISTÓRIA E GEOGRAFIA NO 3º CICLO DO ENSINO BÁSICO E SECUNDÁRIO