A carregar...
Publicação
Educar para a diversidade na área de formação cívica : uma experiência intercultural no 3º ciclo do ensino básico
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 6.1 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente estudo enquadra-se no âmbito da área Formação Cívica e consistiu no
desenvolvimento de um programa de intervenção assente em estratégias interculturais,
realizado junto de uma turma do 3° Ciclo do Ensino Básico de uma escola da
periferia de Lisboa.
A finalidade da investigação consistiu em verificar o possível contributo da disciplina
de Formação Cívica para a integração de alunos de minorias étnico-culturais, através
de um dispositivo pedagógico adequado, constituído por um conjunto de sessões de
estratégias para a diversidade.
Procurou-se averiguar os efeitos da intervenção a dois níveis: i) nas atitudes e comportamentos
dos alunos; ii) e nas percepções da professora, nomeadamente a nível
da sua auto-formação.
Para a concretização destes objectivos, efectuou-se um estudo quasi-experimental,
que envolveu uma turma de controlo e outra experimental, e no qual se procedeu: i)
à aplicação de testes sociométricos, para verificar os seus efeitos na alteração das
relações interpessoais da turma; ii) à análise das fichas de avaliação dos alunos,
tendo em vista a mudança das suas atitudes e comportamentos; iii) e a entrevistas à
professora interveniente, com o objectivo de avaliar as suas percepções.
A análise dos dados qualitativos e quantitativos indicou existirem efeitos favoráveis
na turma experimental, onde decorreu a intervenção, em comparação com a turma
de controlo, traduzidos na melhoria das relações interpessoais, contribuindo para a
integração dos alunos de minorias.
Os resultados demonstraram, também, que a intervenção teve efeitos positivos nas
atitudes e comportamentos dos alunos da turma experimental face à escolaridade,
bem como na própria professora, designadamente a nível da sua auto-formação.
Confirmou-se, assim, que a área de Formação Cívica, tal como está estruturada no
contexto da actual Reorganização Curricular do Ensino Básico, é um espaço privilegiado
de educação intercultural, desde que sejam utilizados dispositivos pedagógicos
diferenciados e adequados à diversidade dos alunos.
The present study deals with the Citizenship Training Area and consisted in the development of an intervention program, which used intercultural strategies, carried out in an 8th grade classroom of a school located in the suburbs of Lisbon. The objective of this investigation consisted in verifying the possible contribution of the Citizenship Training Area in order to integrate the students of ethnic-cultural minorities, through the use of an adequate pedagogical apparatus, which was constituted by a set of strategic sessions taking into consideration the diversity. We tried to determine the effects of the intervention on two levels: i) in the students' attitudes and behaviors; ii) in the teacher's perceptions, namely in the auto-training level. In order to achieve these objectives, a quasi-experimental research was conducted, which involved a control classroom and an experimental classroom, where we proceeded to: i) apply sociometric tests, in order to verify its effects in the occurrence of interpersonal classroom relationships changes, ii) analyze the student evaluation sheets, taking into consideration the change in their attitudes and behaviors; iii) interview the intervenient teacher, with the objective of evaluating her perceptions. The analyzes of the qualitative and quantitative data indicated that there existed favorable effects in the experimental classroom, where the intervention occurred in comparison to the control classroom, which resulted in the improvement of interpersonal relationships, which resulted in a better integration of the minority students. The results also demonstrated that the intervention had positive effects in the students' attitudes and behavior of the experimental classroom towards to the school, as well as the teacher, namely in her self-training. Therefore, it was confirmed that the Citizenship Training Area, in the way it is structured in the actual Curricular Reorganization of the High School (7th, 8th and 9th grades), is a privileged space in the intercultural education, as long as differentiated pedagogical apparatus are used and adapted to the students diversity.
The present study deals with the Citizenship Training Area and consisted in the development of an intervention program, which used intercultural strategies, carried out in an 8th grade classroom of a school located in the suburbs of Lisbon. The objective of this investigation consisted in verifying the possible contribution of the Citizenship Training Area in order to integrate the students of ethnic-cultural minorities, through the use of an adequate pedagogical apparatus, which was constituted by a set of strategic sessions taking into consideration the diversity. We tried to determine the effects of the intervention on two levels: i) in the students' attitudes and behaviors; ii) in the teacher's perceptions, namely in the auto-training level. In order to achieve these objectives, a quasi-experimental research was conducted, which involved a control classroom and an experimental classroom, where we proceeded to: i) apply sociometric tests, in order to verify its effects in the occurrence of interpersonal classroom relationships changes, ii) analyze the student evaluation sheets, taking into consideration the change in their attitudes and behaviors; iii) interview the intervenient teacher, with the objective of evaluating her perceptions. The analyzes of the qualitative and quantitative data indicated that there existed favorable effects in the experimental classroom, where the intervention occurred in comparison to the control classroom, which resulted in the improvement of interpersonal relationships, which resulted in a better integration of the minority students. The results also demonstrated that the intervention had positive effects in the students' attitudes and behavior of the experimental classroom towards to the school, as well as the teacher, namely in her self-training. Therefore, it was confirmed that the Citizenship Training Area, in the way it is structured in the actual Curricular Reorganization of the High School (7th, 8th and 9th grades), is a privileged space in the intercultural education, as long as differentiated pedagogical apparatus are used and adapted to the students diversity.
Descrição
Tese de Mestrado em Ciências da Educação (Área de Especialização em Educação Intercultural) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Formação cívica Educação intercultural - Portugal Aculturação - Portugal Ensino básico (3º Ciclo)