A carregar...
Publicação
Educação, diversidade e território: o caso da área metropolitana de Lisboa
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 9.94 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Educação, Diversidade e Território surge na sequência da intensificação e diversificação dos fluxos migratórios com destino a Portugal, em particular para a Área Metropolitana de Lisboa (AML), na transição do século XX para o século XXI.
A chegada de população de origens diversas à cidade revê-se, não só nos territórios em que esta se fixa pela multiplicidade de usos, práticas e formas de apropriação dos espaços, mas também pelas dinâmicas que se desencadeiam entre os recém-chegados, as populações locais e as instituições que as servem.
Nas escolas, inseridas nos bairros que acolhem esta diversidade de populações, os públicos alteraram-se e a integração da diversidade sociocultural é hoje um dos principais desafios que é colocado à comunidade educativa.
Definindo integração como um processo interactivo e multidimensional que decorre a diferentes níveis e se desenvolve na interacção entre dois pilares fundamentais – imigrantes e sociedade de acolhimento –, a pesquisa empírica que sustenta a investigação tem como objectos de estudo alunos, escola e famílias. O envolvimento que é esperado entre estes três agentes chave permitirá reconhecer os processos de interacção que promovem ou inibem a inclusão dos alunos de origem imigrante no sistema educativo nacional e afectam o seu desempenho escolar.
Assumindo que o essencial da integração se vive à escala local, que os territórios são diversos nas suas estruturas socioeconómicas e culturais, colocamos como hipótese de estudo que os contextos sócio-espaciais influenciam os processos de incorporação dos alunos imigrantes nas escolas.
As escolas do ensino básico, objecto de estudo, localizam-se em dois territórios da AML, o centro histórico de Lisboa e uma área suburbana do concelho de Sintra. A leitura das dinâmicas de integração, desencadeadas pelos três agentes envolvidos em cada território, revela ter algumas características que as distinguem. Associamos as diferentes dinâmicas i) à composição socio-étnica dos territórios; ii) às diferenças registadas nos níveis socioeconómicos das famílias; iii) às diversas expectativas das famílias e ao capital cultural que transferem para os filhos e, iv) às escolas com os seus posicionamentos distintos relativamente à incorporação de alunos de diferentes origens geográficas e socioculturais.
Education, Diversity and Territory arises from the intensification and diversification of migratory flows to Portugal, in particular to the Metropolitan Area of Lisbon, in the transition from the 20th century to the 21st century. The arrival of people from diverse origins to the city is visible in the territories of settlement not only in the multitude of uses, practices and forms of appropriation of space, but also in the dynamics unfolded among the recently arrived citizens, the local population and the existing community institutions. The schools of the neighbourhoods hosting this diversity of residents have registered remarkable changes in their students and the integration of socio-cultural diversity is today one of the main challenges faced by the educational community. Defining integration as an interactive and multidimensional process taking place at different levels and being developed in the interaction of two fundamental pillars – immigrants and hosting society – the empirical research supporting this work has students, schools and families as subjects of study. The involvement that is expected among these three key agents will allow the recognition of the processes of interaction that promote or inhabit the inclusion of students of migrant descent in the national educational system and which affect their school performance. Assuming that integration is an issue essentially lived at the local level and that territories show immensely diverse socioeconomic and cultural structures, the research hypothesis of this dissertation is that the social and spatial contexts influence the processes of incorporation of migrant students in the schools. The basic level schools, the case studies of this work, are located in two territories of the Metropolitan Area of Lisbon: in the historical centre of Lisbon and in a suburban area of the municipality of Sintra. The reading of the dynamics of integration triggered by the three agents involved in each territory reveals some distinguishing features. The different dynamics are associated to i) the social and ethnic composition of the territories; ii) the differences seen at the social and economic levels of the families; iii) the diverse expectations of the families and the cultural capital they transfer to the children and, iv) the schools and to their distinct positioning concerning the incorporation of students of different geographical, social and cultural origins.
Education, Diversity and Territory arises from the intensification and diversification of migratory flows to Portugal, in particular to the Metropolitan Area of Lisbon, in the transition from the 20th century to the 21st century. The arrival of people from diverse origins to the city is visible in the territories of settlement not only in the multitude of uses, practices and forms of appropriation of space, but also in the dynamics unfolded among the recently arrived citizens, the local population and the existing community institutions. The schools of the neighbourhoods hosting this diversity of residents have registered remarkable changes in their students and the integration of socio-cultural diversity is today one of the main challenges faced by the educational community. Defining integration as an interactive and multidimensional process taking place at different levels and being developed in the interaction of two fundamental pillars – immigrants and hosting society – the empirical research supporting this work has students, schools and families as subjects of study. The involvement that is expected among these three key agents will allow the recognition of the processes of interaction that promote or inhabit the inclusion of students of migrant descent in the national educational system and which affect their school performance. Assuming that integration is an issue essentially lived at the local level and that territories show immensely diverse socioeconomic and cultural structures, the research hypothesis of this dissertation is that the social and spatial contexts influence the processes of incorporation of migrant students in the schools. The basic level schools, the case studies of this work, are located in two territories of the Metropolitan Area of Lisbon: in the historical centre of Lisbon and in a suburban area of the municipality of Sintra. The reading of the dynamics of integration triggered by the three agents involved in each territory reveals some distinguishing features. The different dynamics are associated to i) the social and ethnic composition of the territories; ii) the differences seen at the social and economic levels of the families; iii) the diverse expectations of the families and the cultural capital they transfer to the children and, iv) the schools and to their distinct positioning concerning the incorporation of students of different geographical, social and cultural origins.
Descrição
Tese de doutoramento, Geografia (Geografia Humana), Universidade de Lisboa, Instituto de Geografia e Ordenamento do Território, 2013
Palavras-chave
Imigrantes - Aculturação - Área metropolitana de Lisboa (Portugal) - 1980-... Educação intercultural - Portugal - séc.21 Integração escolar - Portugal - séc.21 Teses de doutoramento - 2013