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Entre contos : o contributo das histórias infantis na promoção de uma cultura de paz e da educação intercultural
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Vivemos numa sociedade marcada por constantes movimentos migratórios e pela convivência de múltiplas culturas, línguas e religiões, o que impacta diretamente a comunidade escolar. Nesse contexto, torna-se essencial promover desde cedo a integração positiva da diversidade cultural. Esta dissertação investiga como as histórias infantis podem desempenhar um papel crucial na promoção de uma cultura de paz e da educação intercultural em crianças do primeiro ciclo do ensino básico. Partindo da premissa de que as histórias têm um potencial educativo significativo no desenvolvimento de perceções e atitudes positivas em relação à diversidade cultural, este estudo procura responder à questão central: Como podem as histórias infantis promover a cultura de paz e a interculturalidade em ambiente escolar? A metodologia utilizada baseou-se na investigação-ação, envolvendo entrevistas com as professoras, observação participante durante tertúlias dialógicas literárias e análise documental das histórias utilizadas. A investigação decorreu num Centro Escolar da rede pública, com crianças do segundo, terceiro e quarto ano do primeiro ciclo do ensino básico, explorando contos de diferentes países e literatura universal infantil. A discussão dos resultados revela que as histórias infantis são eficazes na promoção do diálogo, empatia e compreensão entre as crianças. Durante as tertúlias, as crianças mostraram uma capacidade notável de empatia e compreensão em relação às diferentes perspetivas culturais apresentadas nas histórias, refletindo um reconhecimento e respeito pelas diversas formas de viver. As atividades de mediação de leitura contribuíram para a reflexão e o diálogo entre os alunos, promovendo uma maior compreensão e apreciação pela diversidade cultural. A utilização de histórias que celebram a diversidade revelou-se eficaz para alcançar os objetivos educacionais relacionados com a interculturalidade. As professoras demonstraram grande interesse e envolvimento na integração das histórias infantis como ferramentas educativas, ajustando as suas práticas pedagógicas de forma a incorporar essas atividades de maneira eficaz. Este envolvimento das professoras é fundamental para a sustentabilidade de práticas inovadoras.
We live in a society marked by constant migratory movements and the coexistence of multiple cultures, languages, and religions, which directly impacts the school community. In this context, it becomes essential to promote the positive integration of cultural diversity from an early age. This dissertation investigates how children's stories can play a crucial role in promoting a culture of peace and intercultural education among children in the first cycle of basic education. Based on the premise that stories have a significant educational potential in developing perceptions and positive attitudes towards cultural diversity, this study seeks to answer the central question: How can children's stories be used to foster a culture of peace and intercultural education in the school environment? The methodology used was based on action research, involving interviews with teachers, participant observation during dialogical literary gatherings, and documentary analysis of the stories used. The research was conducted at a public primary school, with children from the second, third, and fourth years of the first cycle of basic education, exploring tales from different countries. The results revealed that children's stories were effective in promoting dialogue, empathy, and understanding among the children. There was enthusiastic engagement in the activities, with the children showing a clear willingness to explore diverse cultural themes and reflecting recognition and respect for different cultural perspectives. The reading mediation activities encouraged the children's creative expression, facilitating a deeper understanding of the intercultural values discussed. A positive change was noted in the children's behavior, with greater sensitivity to cultural differences and an inclusive approach to conflict resolution. The teachers also showed great interest in incorporating stories as educational tools, effectively adapting their pedagogical practices. This educator involvement is essential for the sustainability of innovative practices.
We live in a society marked by constant migratory movements and the coexistence of multiple cultures, languages, and religions, which directly impacts the school community. In this context, it becomes essential to promote the positive integration of cultural diversity from an early age. This dissertation investigates how children's stories can play a crucial role in promoting a culture of peace and intercultural education among children in the first cycle of basic education. Based on the premise that stories have a significant educational potential in developing perceptions and positive attitudes towards cultural diversity, this study seeks to answer the central question: How can children's stories be used to foster a culture of peace and intercultural education in the school environment? The methodology used was based on action research, involving interviews with teachers, participant observation during dialogical literary gatherings, and documentary analysis of the stories used. The research was conducted at a public primary school, with children from the second, third, and fourth years of the first cycle of basic education, exploring tales from different countries. The results revealed that children's stories were effective in promoting dialogue, empathy, and understanding among the children. There was enthusiastic engagement in the activities, with the children showing a clear willingness to explore diverse cultural themes and reflecting recognition and respect for different cultural perspectives. The reading mediation activities encouraged the children's creative expression, facilitating a deeper understanding of the intercultural values discussed. A positive change was noted in the children's behavior, with greater sensitivity to cultural differences and an inclusive approach to conflict resolution. The teachers also showed great interest in incorporating stories as educational tools, effectively adapting their pedagogical practices. This educator involvement is essential for the sustainability of innovative practices.
Descrição
Dissertação de mestrado, Educação e Formação (Área de Especialidade em Desenvolvimento Social e Cultural), 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Educação intercultural Literatura infanto-juvenil Cultura de paz Diversidade cultural Ensino básico (1º ciclo) Comunicação intercultural Dissertações de mestrado - 2025