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Abstract(s)
O presente estudo situa-se no âmbito da pedagogia intercultural com enfoque na
diversidade cultural na sala de aula e na perceção de alunos, pais e professores sobre
essa mesma diversidade. Num contexto de globalização, a presente investigação centrase
na abordagem de diferentes perspetivas (multiculturais e/ou interculturais) em
contexto de sala de aula (cf. Banks 1993, mencionado por Formosinho 1997) e no
aproveitamento da diversidade cultural como fator enriquecedor (cf. Giménez, 2002;
Dewey, 1971).
Trata-se de uma investigação qualitativa e, portanto, faz uso da metodologia inerente a
este tipo de investigação, desenvolvendo-se através do Estudo de Caso (cf. Stake, 2012)
com caracter instrumental (cf. Amado, 2012) através da análise documental, da
observação participante e da entrevista (cf. Guerra, 2012). A ética do estudo cumpre-se
pela garantia de anonimato dos alunos, dos pais, dos professores e do estabelecimento
de ensino.
O estudo revela que apesar do enraizamento em Cascais, os alunos descendentes de
imigrantes vivem entre duas culturas, constituindo o mundo de casa “próximo” a
“semelhante” do país de origem dos pais. Na escola, os diversos alunos são
confrontados com um currículo uniforme com meros ajustamentos associados ao seu
referencial de socialização primária. Verifica-se também que a relação entre a escola e
as famílias não é plena mas sim marcada pela presença dos pais apenas para
conhecimento dos resultados académicos.
This study is about intercultural pedagogy, focusing on cultural diversity in the classroom and the perception of students, parents and teachers on this very diversity. In a context of globalization, this research focuses on the approach from different perspectives (multi-cultural and / or intercultural) in the classroom context (cf. Banks 1993 mentioned by Formosinho 1997) and the use of cultural diversity as an enriching factor (cf. Giménez, 2002; Dewey, 1971). The research is qualitative, therefore makes use of the methodology inherent in this type of research, thus developing through the Case Study (cf. Stake, 2012) with contributing character (cf. Amado, 2012) of documental analysis, participant observation and interviewing (cf. Guerra, 2012). The ethics of this study is fulfilled by the guaranteed anonymity of the students, parents, teachers and the school. The study reveals that in spite having basis in Cascais, the descendants of immigrants tend to live between two cultures, whereas their home is much "like" the country of origin of their parents. At school, many students are faced with a uniform curriculum with mere adjustments associated within its framework of primary socialization. It is also apparent that the relationship between the school and families is not fully developed but marked by parental presence only when the academic results are published.
This study is about intercultural pedagogy, focusing on cultural diversity in the classroom and the perception of students, parents and teachers on this very diversity. In a context of globalization, this research focuses on the approach from different perspectives (multi-cultural and / or intercultural) in the classroom context (cf. Banks 1993 mentioned by Formosinho 1997) and the use of cultural diversity as an enriching factor (cf. Giménez, 2002; Dewey, 1971). The research is qualitative, therefore makes use of the methodology inherent in this type of research, thus developing through the Case Study (cf. Stake, 2012) with contributing character (cf. Amado, 2012) of documental analysis, participant observation and interviewing (cf. Guerra, 2012). The ethics of this study is fulfilled by the guaranteed anonymity of the students, parents, teachers and the school. The study reveals that in spite having basis in Cascais, the descendants of immigrants tend to live between two cultures, whereas their home is much "like" the country of origin of their parents. At school, many students are faced with a uniform curriculum with mere adjustments associated within its framework of primary socialization. It is also apparent that the relationship between the school and families is not fully developed but marked by parental presence only when the academic results are published.
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Keywords
Imigração Emigração Diversidade cultural Interculturalidade Educação intercultural Immigration Emigration Cultural diversity Intercultural Intercultural education