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Ser professor em novos contextos culturais : trajetórias e identidades
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As migrações internacionais contemporâneas têm sido objeto de estudo de diferentes áreas das Ciências Humanas. Especificamente nas Ciências da Educação, uma das problemáticas da investigação associada à imigração é a do impacto da diversidade cultural no ambiente escolar. Apesar de muitos serem os trabalhos sobre a diversidade cultural, a nível internacional e em Portugal, os estudos são focados essencialmente nos alunos imigrantes e descendentes de imigrantes ou nas interações entre sujeitos de culturas diversas no ambiente escolar. Porém, especialmente nos países com grande fluxo migratório surgem investigações centradas nos professores-imigrantes, nomeadamente no seu desenvolvimento profissional e nos seus dilemas, ao ingressarem em um novo sistema de ensino. Contribuindo para esta discussão, este trabalho teve como objetivos principais: i) compreender que estratégias os professores-imigrantes utilizam para se integrarem e pertencerem a um novo contexto educacional; e ii) compreender como a cultura formativa destes professores-imigrantes influencia a sua prática pedagógica no sistema de ensino português. Para tanto, o estudo contou com uma abordagem transdisciplinar, recorrendo a investigações da Psicologia Social e Intercultural, da Sociologia, Pedagogia e Antropologia, ancorando-se nas temáticas de Desenvolvimento e Identidade Profissional, Aculturação e Cultura Profissional. O estudo, de caráter biográfico, foi realizado com seis professores imigrantes, provenientes de vários países e que estavam ou tinham estado integrados nas escolas públicas do 1º ciclo do ensino básico na Grande Lisboa. Os resultados permitem uma compreensão da (re)construção de suas identidades profissionais, do desenvolvimento de suas experiências de vida, aspectos fundamentais na dinâmica da prática profissional, bem como sua influência no sistema de ensino português.
Contemporary international migration has been the object of study of different areas of the Human Sciences. Specifically, in the Education Sciences, one of the problems of research associated with immigration is the impact of cultural diversity on the school environment. Although there are many works on cultural diversity, internationally and in Portugal, the studies are mainly focused on immigrant and immigrant descendant students or on the interactions between subjects of diverse cultures in the school environment. However, especially in countries with a large migratory flow, research focused on immigrant teachers, in particular in their professional development and their dilemmas, when entering a new education system. Contributing to this discussion, this work had as main objectives: i) to understand what strategies the immigrants teachers use to integrate and belong to a new educational context; And ii) to understand how the formative culture of these immigrant teachers influences their pedagogical practice in the Portuguese education system. For this, the study had a transdisciplinary approach, using the investigations of Social and Intercultural Psychology, Sociology, Pedagogy and Anthropology, anchoring in the themes of Development and Professional Identity, Acculturation and Professional Culture. The study, with an autobiographical character, was carried out with six immigrant teachers from various countries who are or have been integrated into the public schools of primary school in Lisbon and surroundings. The results allow an understanding of the (re) construction of their professional identities, the development of their life experiences, fundamental aspects in the dynamics of professional practice, as well as their influence on the Portuguese education system.
Contemporary international migration has been the object of study of different areas of the Human Sciences. Specifically, in the Education Sciences, one of the problems of research associated with immigration is the impact of cultural diversity on the school environment. Although there are many works on cultural diversity, internationally and in Portugal, the studies are mainly focused on immigrant and immigrant descendant students or on the interactions between subjects of diverse cultures in the school environment. However, especially in countries with a large migratory flow, research focused on immigrant teachers, in particular in their professional development and their dilemmas, when entering a new education system. Contributing to this discussion, this work had as main objectives: i) to understand what strategies the immigrants teachers use to integrate and belong to a new educational context; And ii) to understand how the formative culture of these immigrant teachers influences their pedagogical practice in the Portuguese education system. For this, the study had a transdisciplinary approach, using the investigations of Social and Intercultural Psychology, Sociology, Pedagogy and Anthropology, anchoring in the themes of Development and Professional Identity, Acculturation and Professional Culture. The study, with an autobiographical character, was carried out with six immigrant teachers from various countries who are or have been integrated into the public schools of primary school in Lisbon and surroundings. The results allow an understanding of the (re) construction of their professional identities, the development of their life experiences, fundamental aspects in the dynamics of professional practice, as well as their influence on the Portuguese education system.
Descrição
Tese de doutoramento, Educação (Formação de Professores), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Teses de doutoramento - 2018