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Publication
Interculturalidade na educação pré-escolar
Advisor(s)
Abstract(s)
O presente relatório apresenta um estudo sobre a interculturalidade em contexto préescolar. Este estudo foi realizado numa sala de jardim de infância, com um grupo de dezanove
crianças, com idades compreendidas entre os 3 e os 5 anos, incluindo crianças de famílias
refugiadas oriundas de diversos países e continentes.
Este estudo visa conhecer as práticas e a perceção da educadora cooperante, sobre a
interculturalidade, e a interação e participação das crianças num ambiente culturalmente
diversificado. Procurou-se, assim, estabelecer três objetivos de investigação: (i) conhecer a
perceção da educadora cooperante sobre a interculturalidade na sua prática educativa. (ii)
conhecer as estratégias da educadora cooperante para a promoção da interculturalidade das
crianças. (iii) identificar e caracterizar as dinâmicas de participação e de interação das crianças
num contexto intercultural.
Esta investigação de carácter qualitativo, apresenta uma análise reflexiva sobre
diferentes dados, recolhidos através da observação, de uma entrevista e da consulta documental.
Conclui-se que apesar de nem sempre ser evidente de que forma a prática do educador
integra concretamente a interculturalidade, os resultados obtidos indicam que está presente uma
preocupação da educadora cooperante, que valoriza a partilha de aspetos culturais entre as
crianças.
Os resultados também apontam para que as práticas educativas promotoras de
interculturalidade se relacionem com as interações e as partilhas intencionalmente definidas, e
que promovam a inclusão da criança como elemento ativo do seu processo educativo.
ABSTRACT: This report presents a study addressing the interculturality in a kindergarten carried out with a group of nineteen children, aged between 3 and 5 years, including children from refugee families from other countries and continents. This study aims to know the practices and perception of the cooperating educator, about interculturality, and the interaction and participation of children in a culturally diverse environment. Three research objectives were established: (i) understand the educator's perception of interculturality in their educational practice; (ii) understand the strategies adopted by educator's in promoting the interculturality among children. (iii) identify and characterize the dynamics of children's participation and interaction in an intercultural environment. This research follows a qualitative approach and presents a reflective analysis based on data gathered through different techniques, such as in-field observation, semi-structured interview and documental consultation. It is concluded that although it is not always clear how the educator's practice concretely integrates interculturality, the results obtained indicate that there is a concern of the educator, valuing the cultural sharing of among children. The results also point out that educational practices that promote interculturality are related to intentionally defined interactions and sharing and promote the inclusion of children as an active element of their educational process.
ABSTRACT: This report presents a study addressing the interculturality in a kindergarten carried out with a group of nineteen children, aged between 3 and 5 years, including children from refugee families from other countries and continents. This study aims to know the practices and perception of the cooperating educator, about interculturality, and the interaction and participation of children in a culturally diverse environment. Three research objectives were established: (i) understand the educator's perception of interculturality in their educational practice; (ii) understand the strategies adopted by educator's in promoting the interculturality among children. (iii) identify and characterize the dynamics of children's participation and interaction in an intercultural environment. This research follows a qualitative approach and presents a reflective analysis based on data gathered through different techniques, such as in-field observation, semi-structured interview and documental consultation. It is concluded that although it is not always clear how the educator's practice concretely integrates interculturality, the results obtained indicate that there is a concern of the educator, valuing the cultural sharing of among children. The results also point out that educational practices that promote interculturality are related to intentionally defined interactions and sharing and promote the inclusion of children as an active element of their educational process.
Description
Relatório da Prática de Ensino Supervisionada
apresentado no Ispa – Instituto
Universitário para obtenção de grau de Mestre em
Educação Pré-Escolar,
Keywords
Interculturalidade Educação Pré-escolar Diversidade cultural Interações Refugiados Interculturality Preschool education Cultural diversity Children interactions Refugees