Loading...
Publication
A diversidade cultural nas escolas do 1º ciclo: Implicações nas metodologias de ensino e nas aprendizagens dos alunos
Authors
Advisor(s)
Abstract(s)
Portugal, tal como o resto do mundo tem-se tornado cada vez mais multicultural, devido à
migração que tem vindo a aumentar nas últimas décadas, tornando-se assim um país em que
habitam cada vez mais imigrantes oriundos de países como o Brasil, Nepal, e alguns países
africanos que eram antigas colónias portuguesas.
Assim, as escolas têm de acolher os filhos dos novos imigrantes, os quais são integrados nas
turmas segundo a sua faixa etária, o que nem sempre corresponde às habilitações adquiridas no
seu país de origem. A inclusão dos alunos torna-se assim um desafio para a escola e professores
pois implica uma rotura dos modelos convencionais de ensino.
Assim, considerou-se importante abordar nesta investigação a diversidade cultural nas
escolas do 1.º Ciclo e quais as implicações para as metodologias de ensino e aprendizagem dos
alunos face à multiculturalidade. Os objetivos desta investigação são assim compreender que
estratégias pode o Professor utilizar de forma a ajudar os alunos de outras culturas a estarem
incluídos no contexto escolar, e perceber como é que os alunos da turma percecionam esta
diversidade.
Para a concretização desta investigação optou-se por uma metodologia qualitativa tendo
como base a observação direta não-participante, e os instrumentos utilizados para a recolha de
dados foram uma entrevista ao Professor e questionário aos alunos.
O estudo foi realizado numa instituição pública, caracterizada pela multiculturalidade, numa
turma do 4.º ano constituída por 25 alunos e o seu Professor Titular.
Na análise dos dados foi possível perceber que o Professor utiliza estratégias diferenciadas
para incluir os alunos na turma, e que os alunos aprendem uns com os outros através das
interações que estabelecem.
Portugal, as the rest of the world is becoming even more multicultural, as a product of the migration phenomenon that has been growing the last few decades. The country has become a major destination for immigrants from several countries like Brazil, Nepal and several African countries that were former Portuguese colonies. Consequently schools have to accommodate the children of these new immigrants, which have to be included in classes based on their age which not always corresponds to the knowledge they acquired in their own countries. Thus, including students has become a challenge for the school and for the teachers because it implicates a rupture with the conventional teaching methods. Therefore, has become important to address the cultural diversity issue in Primary Schools and its implications on the teaching methods and student’s learning, in a multicultural environment. Having in mind this issues, the objectives of this investigation are to understand which strategies a teacher can use in order to help students from other cultures learn and be included in the school environment, and to apprehend how students perceive diversity in their class. The methodology used in this study was qualitative based on non-participant direct observation and the instruments used were an interview to the teacher and questionnaires for the students. This study took place in a public school, in which multiculturalism is a strong characteristic, and the participants were 25 fourth grade students and their teacher. Analyzing the information collected made it possible to understand that the teacher uses different strategies to include the students in class and that the students learn with each other through the interactions that they establish.
Portugal, as the rest of the world is becoming even more multicultural, as a product of the migration phenomenon that has been growing the last few decades. The country has become a major destination for immigrants from several countries like Brazil, Nepal and several African countries that were former Portuguese colonies. Consequently schools have to accommodate the children of these new immigrants, which have to be included in classes based on their age which not always corresponds to the knowledge they acquired in their own countries. Thus, including students has become a challenge for the school and for the teachers because it implicates a rupture with the conventional teaching methods. Therefore, has become important to address the cultural diversity issue in Primary Schools and its implications on the teaching methods and student’s learning, in a multicultural environment. Having in mind this issues, the objectives of this investigation are to understand which strategies a teacher can use in order to help students from other cultures learn and be included in the school environment, and to apprehend how students perceive diversity in their class. The methodology used in this study was qualitative based on non-participant direct observation and the instruments used were an interview to the teacher and questionnaires for the students. This study took place in a public school, in which multiculturalism is a strong characteristic, and the participants were 25 fourth grade students and their teacher. Analyzing the information collected made it possible to understand that the teacher uses different strategies to include the students in class and that the students learn with each other through the interactions that they establish.
Description
Relatório da prática de Ensino Supervisionada realizado apresentada no
ISPA – Instituto Universitário/ ESEI Maria Ulrich para a obtenção
de grau de Mestre em Educação Pré-escolar e Ensino do 1.º Ciclo
Keywords
Gloabalização Multiculturalidade Educação intercultural Inclusão Globalization Multiculturalism Intercultural education Inclusion