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A cooperação: Um fator de pertença para as crianças migrantes no 1º ciclo
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Abstract(s)
Este estudo foca-se na reflexão acerca das práticas de aprendizagem cooperativa, escolhidas por uma professora titular, enquanto criadoras de oportunidades para as crianças
migrantes desenvolverem as suas experiências de pertença à escola, com enfoque no 1º
Ciclo do Ensino Básico. O mesmo realizou-se no âmbito de um estágio junto de uma
turma do 4º ano, composta por dezasseis crianças, das quais cinco são migrantes.
A investigação é orientada por dois eixos: a descrição e análise das práticas de aprendizagem cooperativa e respetivas intencionalidades pedagógicas da professora; a descrição
e análise de experiências de pertença à escola das crianças migrantes.
A metodologia adotada foi qualitativa, recorrendo à observação, sustentada por meio de
registos em diário de bordo, uma entrevista à professora e um focus group com a turma.
Para a análise dos dados obtidos acerca das práticas cooperativas e experiências de pertença à escola é mobilizado o modelo teórico de Kuttner (2023), acerca das seis dimensões de pertença à escola: agencial, sistémica, interseccional, política, baseada no lugar e
como um direito.
Os resultados da investigação demonstram que as práticas cooperativas promovem oportunidades sucessivas para as crianças migrantes interagirem na turma, através do apoio
mútuo, refletindo os seis aspetos de pertença à escola (Kuttner, 2023). Estes resultados
são coincidentes com a literatura que sublinha a centralidade das relações entre pares e
com os profissionais da educação para o desenvolvimento dos sentimentos de pertença à
escola, à medida que as várias identidades culturais presentes na turma se cruzam, estabelecendo um lugar para si mesmas, num contexto educativo partilhado.
ABSTRACT: This study focuses on cooperative learning practices, chosen by a primary school teacher, as a means of creating opportunities for migrant children to develop their experiences of school belonging, with emphasis on primary education. The investigation was conducted during an internship placed on a Year 4 class comprising sixteen children, five of whom are migrants. The research is guided by two main themes: the description and analysis of cooperative learning practices and corresponding pedagogical intentions; and the description and analysis of migrant children’s experiences of school belonging. A qualitative methodology was adopted, employing observation supported by diary entries, an interview with the teacher and a focus group with the class. For analysing the collected data on cooperative practices and school belonging experiences, it is applied Kuttner’s (2023) theoretical model on the six dimensions of school belonging: agentic, intersectional, systemic, political, place-based and as a right. The research findings show cooperative learning practices provide successive opportunities for migrant children to interact within the class through mutual support, reflecting the presence of all six school belonging aspects (Kuttner, 2023). These findings align with literature that highlights the central role of peer relationships and connections with educational professionals in fostering children’s sense of school belonging, as diverse cultural identities intersect in the classroom establishing a place for themselves within a shared educational context.
ABSTRACT: This study focuses on cooperative learning practices, chosen by a primary school teacher, as a means of creating opportunities for migrant children to develop their experiences of school belonging, with emphasis on primary education. The investigation was conducted during an internship placed on a Year 4 class comprising sixteen children, five of whom are migrants. The research is guided by two main themes: the description and analysis of cooperative learning practices and corresponding pedagogical intentions; and the description and analysis of migrant children’s experiences of school belonging. A qualitative methodology was adopted, employing observation supported by diary entries, an interview with the teacher and a focus group with the class. For analysing the collected data on cooperative practices and school belonging experiences, it is applied Kuttner’s (2023) theoretical model on the six dimensions of school belonging: agentic, intersectional, systemic, political, place-based and as a right. The research findings show cooperative learning practices provide successive opportunities for migrant children to interact within the class through mutual support, reflecting the presence of all six school belonging aspects (Kuttner, 2023). These findings align with literature that highlights the central role of peer relationships and connections with educational professionals in fostering children’s sense of school belonging, as diverse cultural identities intersect in the classroom establishing a place for themselves within a shared educational context.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no ISPA- Instituto Universitário
para obtenção de grau de Mestre em Educação
Pré-escolar e Ensino do 1º Ciclo do Ensino Básico,
Keywords
Crianças Migrantes Cooperação 1º ciclo