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Desempenho escolar de alunos de origem imigrante: os jovens da Europa de Leste, em duas escolas da Região de Lisboa
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O objecto de estudo deste trabalho consiste na identificação dos factores que mais contribuem para o desempenho escolar de alunos imigrantes de alguns países da Europa de Leste (Moldávia, Roménia e Ucrânia).
Na tentativa de se entender o objecto de estudo, desenvolveu-se uma abordagem de natureza qualitativa e quantitativa, um estudo de caso, em duas Escolas Básicas dos Segundo e Terceiro Ciclos, localizadas na Região de Lisboa e inseridas em dois contextos territoriais distintos: uma na área suburbana de Lisboa (concelho de Loures) e a outra na área periurbana (concelho de Mafra).
Pretende-se firmar o estudo empírico com base em inquéritos por questionário (dirigidos aos alunos, encarregados de educação e docentes) e no que de relevante foi encontrado na literatura pesquisada sobre esta temática do desempenho escolar das populações com background imigrante. Posteriormente, procedeu-se ao estabelecimento de ligações entre as descobertas obtidas por estas duas fontes.
O quadro teórico - primeira parte - é realizado em dois capítulos, a saber: Capítulo I - As Famílias Imigrantes no Contexto da Multiculturalidade onde se elabora uma breve história da Imigração recente em Portugal e a integração das famílias imigrantes em diversos domínios relativos a essa integração, a saber: socioeconómico, cultural, legal e político e as atitudes da sociedade receptora; Capítulo II - Os Resultados Escolares dos Filhos de Imigrantes onde se refere o conceito de desempenho escolar e as diversas influências que podem contribuir para o mesmo. Na segunda parte, apresenta-se a metodologia que foi utilizada neste estudo, faz-se uma análise dos dados provenientes dos questionários e os resultados alcançados a partir deles. Com base no Estado da Arte e dos resultados de pesquisas foi construído um modelo que reúne, por um lado, as quatro dimensões de análise deste estudo (individual, familiar, institucional e sócio-territorial), e, por outro lado, os aspectos que estão mais relacionados com o desempenho educacional dos alunos originários do Leste Europeu.
Os principais resultados, que não podem ser generalizados, apontam para um desempenho escolar dos alunos da Europa de Leste que não difere daquele avaliado para os alunos Portugueses, sendo até superior numa das escolas, e que difere do desempenho de outros alunos com background imigrante, principalmente na outra escola deste estudo. Estas evidências demonstram que os constrangimentos étnicos dos alunos podem ser ultrapassados pelo nível de escolaridade parental que contribui para as expectativas criadas pelo aluno em relação à escola e
ao estudo, pelo grupo de pares e pelo funcionamento/organização da escola e do território escolar.
ABSTRACT The object of study of this work is to identify the variables that contribute the most towards the educational performance of immigrant students from some Eastern European Countries (Moldova, Rumania and Ukraine). In an attempt to understand the object of this study, we developed a qualitative and quantitative approach, a case study, in two Primary Schools of the Second and Third Cycles in the Lisbon Region and inserted in two distinct territorial contexts: one in the suburban area (Loures Municipality) and the other in the peri-urban area (Mafra Municipality) of Lisbon. The intention is to establish an empirical study based on questionnaire surveys (addressed to the students, parents and teachers) and on what was found to be relevant in the researched literature, regarding the educational performance of populations with an immigrant background. At a later stage we established links between the findings we obtained from these two sources. The first part of the theoretical framework is achieved in two chapters, namely: Chapter I – The Immigrant Families in a Multi-Cultural Context, where a brief history of recent immigration in Portugal and the integration of immigrant families in different domains, with reference to that same integration, namely, the social-economical, cultural, legal and political domains and the attitudes of the receiving society is outlined; Chapter II – The School Results of Immigrant Children, where the educational performance concept and the different influences that may contribute to that concept are focused. In the second part we present the methodology used in this study, we analyse the data deriving from the questionnaires and the results obtained from them. Based on the State of the Art and the results of the researches, we built a model that puts together, on the one hand, the four dimensions of analysis of this study (individual, familiar, institutional and social-territorial) and, on the other hand, the aspects that are more related with the educational performance of Eastern European students. The main results, which cannot be generalized, point to an educational performance of Eastern European students, that is not different from that of Portuguese students, although it happens to be higher in one of the schools, and which, in turn, is different from the performance of other students with an immigrant background, especially in the other school of this study. These testimonies demonstrate that the ethnic constraints of students can be surpassed by the level of parental education, which contributes to the expectations created by the student with relation to school and to studies, by the group of peers and by the school operation / organisation and the school territory.
ABSTRACT The object of study of this work is to identify the variables that contribute the most towards the educational performance of immigrant students from some Eastern European Countries (Moldova, Rumania and Ukraine). In an attempt to understand the object of this study, we developed a qualitative and quantitative approach, a case study, in two Primary Schools of the Second and Third Cycles in the Lisbon Region and inserted in two distinct territorial contexts: one in the suburban area (Loures Municipality) and the other in the peri-urban area (Mafra Municipality) of Lisbon. The intention is to establish an empirical study based on questionnaire surveys (addressed to the students, parents and teachers) and on what was found to be relevant in the researched literature, regarding the educational performance of populations with an immigrant background. At a later stage we established links between the findings we obtained from these two sources. The first part of the theoretical framework is achieved in two chapters, namely: Chapter I – The Immigrant Families in a Multi-Cultural Context, where a brief history of recent immigration in Portugal and the integration of immigrant families in different domains, with reference to that same integration, namely, the social-economical, cultural, legal and political domains and the attitudes of the receiving society is outlined; Chapter II – The School Results of Immigrant Children, where the educational performance concept and the different influences that may contribute to that concept are focused. In the second part we present the methodology used in this study, we analyse the data deriving from the questionnaires and the results obtained from them. Based on the State of the Art and the results of the researches, we built a model that puts together, on the one hand, the four dimensions of analysis of this study (individual, familiar, institutional and social-territorial) and, on the other hand, the aspects that are more related with the educational performance of Eastern European students. The main results, which cannot be generalized, point to an educational performance of Eastern European students, that is not different from that of Portuguese students, although it happens to be higher in one of the schools, and which, in turn, is different from the performance of other students with an immigrant background, especially in the other school of this study. These testimonies demonstrate that the ethnic constraints of students can be surpassed by the level of parental education, which contributes to the expectations created by the student with relation to school and to studies, by the group of peers and by the school operation / organisation and the school territory.
Descrição
Tese de mestrado, Geografia - População, Sociedade e Território, Universidade de Lisboa, Instituto de Geografia e Ordenamento do Território, 2011
Palavras-chave
Filhos de imigrantes - Educação - Portugal Filhos de imigrantes - Integração - Portugal Sucesso escolar - Portugal Europa de Leste - Emigração e imigração Portugal - Emigração e imigração Teses de mestrado - 2011