A carregar...
Publicação
Professores de 1.º e 2.º ciclo do ensino básico em contextos escolares multilingues e multiculturais : o desenvolvimento profissional em questão
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 6.72 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Partindo da realidade de que, cada vez mais, as sociedades se caracterizarem por uma crescente diversidade linguística e cultural e, consequentemente, os contextos escolares passarem a ser constituídos por alunos com trajetórias e experiências linguísticas, culturais e identitárias multidimensionais, o que acrescenta complexidade o ato de ensinar, a presente investigação situa-se entre dois grandes eixos teóricos: a diversidade linguística e cultural nos contextos escolares e o desenvolvimento profissional docente associado a estes contextos. Assume-se como finalidade investigativa a de compreender processos de desenvolvimento profissional de professores de 1.º e 2.º ciclos do ensino básico em contextos escolares multilingues e multiculturais. Para o efeito, recorrendo a uma metodologia de investigação mista, três estudos foram conduzidos, a saber: Estudo I – Revisão Sistemática da Literatura: artigos em contexto internacional, cuja principal finalidade foi a de mapear tendências de investigação, ao nível de artigos com estudo empírico em/para contextos escolares multilingues e multiculturais; Estudo II – Revisão Sistemática da Literatura Cinzenta em Contexto Nacional, cujo principal objetivo foi o de mapear as tendências de investigação em contexto nacional em/para contextos escolares multilingues e multiculturais; Estudo III – Survey: o desenvolvimento profissional docente em contextos escolares multilingues e multiculturais, cuja principal finalidade foi a de conhecer as perceções de professores de 1.º e 2.º do ensino básico, que lecionam em escolas públicas dos distritos de Lisboa, Faro e Setúbal, acerca das suas competências para atuar em contextos multilingues e multiculturais, assim como conhecer aspetos relacionados com as suas biografias linguísticas e culturais, as suas experiências em contextos escolares multilingues e multiculturais, a escola onde atuam e a formação prévia relacionada com a atuação pedagógica nestes contextos. Neste contexto, 126 professores de 1.º e 2.º CEB foram inquiridos. Os resultados dos três estudos conduzidos revelam que os principais desafios à atuação pedagógica em turmas multilingues e multiculturais se encontram relacionados com a carência de recursos humanos e/ou materiais em sala de aula, assim como aspetos relacionados com a gestão curricular e as práticas pedagógico-didáticas, a gestão cultural, a barreira linguística e, consequentemente, a integração de alunos plurilingues e pluriculturais na turma. Neste sentido, a principal preocupação dos docentes no âmbito do trabalho com estes alunos prende-se maioritariamente com a dimensão pedagógico-didática e a dimensão social. Por outro lado, os resultados enfatizam ainda que a partilha de experiências, o enriquecimento cultural, o contacto com outras línguas e a procura por novas abordagens pedagógico-didáticas no trabalho com alunos plurilingues e pluriculturais se encerram como oportunidades de desenvolvimento profissional que os professores identificam no trabalho com estes alunos. Ademais, os resultados apontam para que fatores como os anos de serviço dos professores, o próprio percurso académico, a autoperceção como “professores interculturais”, o envolvimento em programas de acolhimento a estudantes em mobilidade para estudos, assim como as práticas da escola em que atuam, detêm uma influência significativa nas suas competências para trabalhar pedagogicamente com alunos plurilingues e pluriculturais. A investigação conduzida permitiu reiterar a importância que o ambiente e a organização escolares detêm sobre as competências dos professores. Não obstante, importa criar espaços de formação contextualizados de modo a favorecer a desenho de respostas adequadas às necessidades dos professores e aos contextos específicos em que estes atuam.
Based on the reality that societies are increasingly characterized by linguistic and cultural diversity and, consequently, school contexts are made up of students with multidimensional linguistic, cultural and identity backgrounds and experiences, which adds complexity to the act of teaching, this research is situated between two main theoretical axes: linguistic and cultural diversity in school contexts and the professional development of teachers associated with these contexts. The aim of the research was to understand the professional development processes of 1st and 2nd cycle school teachers in multilingual and multicultural school contexts. To this end, using a mixed research methodology, three studies were carried out: Study I - Systematic Literature Review: articles in an international context, the main purpose of which was to map research trends in terms of articles with empirical studies in/for multilingual and multicultural school contexts; Study II - Systematic Grey Literature Review in a National Context, the main purpose of which was to map research trends in a national context in/for multilingual and multicultural school contexts; Study III - Survey: teacher professional development in multilingual and multicultural school contexts, the main purpose of which was to find out the perceptions of 1st and 2nd cycle teachers teaching in public schools in the districts of Lisbon, Faro and Setúbal about their competences for working in multilingual and multicultural contexts, as well as to find out about aspects related to their linguistic and cultural biographies, their experiences in multilingual and multicultural school contexts, the school where they work and previous training related to teaching in these contexts. In this context, 126 primary and secondary school teachers were surveyed. The results of the three studies carried out show that the main challenges to teaching in multilingual and multicultural classes are related to the lack of human and/or material resources in the classroom, as well as aspects related to curriculum management and pedagogical-didactic practices, cultural management, the language barrier and, consequently, the integration of multilingual and multicultural students into the class. Therefore, the teachers' main concerns when working with these students are mainly related to the pedagogical-didactic dimension and the social dimension. On the other hand, the results also emphasize that the sharing of experiences, cultural enrichment, contact with other languages and the search for new pedagogical-didactic approaches when working with plurilingual and pluricultural students are all opportunities for professional development that teachers identify when working with these students. In addition, the results show that factors such as the teachers' years of service, their academic background, their self-perception as "intercultural teachers", their involvement in hosting programmes for students on study mobility, as well as the practices of the school in which they work, have a significant influence on their competences for working pedagogically with plurilingual and pluricultural students. The research carried out has made it possible to reiterate the importance that the school environment and organization have on teachers' competences. Nevertheless, it is important to create contextualized training spaces to encourage the design of appropriate responses to teachers' needs and the specific contexts in which they work.
Based on the reality that societies are increasingly characterized by linguistic and cultural diversity and, consequently, school contexts are made up of students with multidimensional linguistic, cultural and identity backgrounds and experiences, which adds complexity to the act of teaching, this research is situated between two main theoretical axes: linguistic and cultural diversity in school contexts and the professional development of teachers associated with these contexts. The aim of the research was to understand the professional development processes of 1st and 2nd cycle school teachers in multilingual and multicultural school contexts. To this end, using a mixed research methodology, three studies were carried out: Study I - Systematic Literature Review: articles in an international context, the main purpose of which was to map research trends in terms of articles with empirical studies in/for multilingual and multicultural school contexts; Study II - Systematic Grey Literature Review in a National Context, the main purpose of which was to map research trends in a national context in/for multilingual and multicultural school contexts; Study III - Survey: teacher professional development in multilingual and multicultural school contexts, the main purpose of which was to find out the perceptions of 1st and 2nd cycle teachers teaching in public schools in the districts of Lisbon, Faro and Setúbal about their competences for working in multilingual and multicultural contexts, as well as to find out about aspects related to their linguistic and cultural biographies, their experiences in multilingual and multicultural school contexts, the school where they work and previous training related to teaching in these contexts. In this context, 126 primary and secondary school teachers were surveyed. The results of the three studies carried out show that the main challenges to teaching in multilingual and multicultural classes are related to the lack of human and/or material resources in the classroom, as well as aspects related to curriculum management and pedagogical-didactic practices, cultural management, the language barrier and, consequently, the integration of multilingual and multicultural students into the class. Therefore, the teachers' main concerns when working with these students are mainly related to the pedagogical-didactic dimension and the social dimension. On the other hand, the results also emphasize that the sharing of experiences, cultural enrichment, contact with other languages and the search for new pedagogical-didactic approaches when working with plurilingual and pluricultural students are all opportunities for professional development that teachers identify when working with these students. In addition, the results show that factors such as the teachers' years of service, their academic background, their self-perception as "intercultural teachers", their involvement in hosting programmes for students on study mobility, as well as the practices of the school in which they work, have a significant influence on their competences for working pedagogically with plurilingual and pluricultural students. The research carried out has made it possible to reiterate the importance that the school environment and organization have on teachers' competences. Nevertheless, it is important to create contextualized training spaces to encourage the design of appropriate responses to teachers' needs and the specific contexts in which they work.
Descrição
Tese de doutoramento em Educação (Formação de Professores e Supervisão), Universidade de Lisboa, Instituto de Educação, 2024.
Palavras-chave
linguistic and cultural diversity pedagogical performance in multilingual and multicultural contexts systematic literature review teacher competences teacher professional development atuação pedagógica em contextos multilingues e multiculturais competências do professor desenvolvimento profissional docente diversidade linguística e cultural revisão sistemática da literatura