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Contributo da disciplina de educação visual e tecnológica para a educação intercultural : o caso de uma turma multicultural do 5º ano de escolaridade
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Orientador(es)
Resumo(s)
Perspectivada no ideal "Aprender a viver juntos" (UNESCO. 1996), a presente
investigação visou compreender se a Educação Visual e Tecnológica poderia contribuir
para a Educação Intercultural. As suas hipóteses assumiram que o processo de análise e
interpretação de mensagens visuais a partir de elementos artísticos de outras culturas
poderia modificar a atitude de uma determinada turma relativamente às outras culturas,
levando-a a desenvolver atitudes de respeito relativamente aos diferentes grupos
étnico/culturais (Hi) contribuindo, ainda, para que os alunos minoritários fossem nela
integrados (H2).
Estruturado num design quasi-experimental com grupo experimental, grupo de
controlo e testagens inicial e final, este estudo contou com um teste designado por Teste
do Desenho-de-Duas-Pessoas (TDDP) e que, sendo uma adaptação do teste do
"Desenho-De-Uma-Pessoa" de Goodenough-Harris (1963) e Machover (1965), constou
do desenho de duas pessoas, sendo uma de ascendência não europeia e a outra de
ascendência europeia.
O processo iniciou-se com a aplicação do pré-teste, seguindo-se a intervenção
experimental, cuja estrutura foi descrita na definição da hipótese H. Esta intervenção
decorreu ao longo de dez sessões curriculares, tendo sido explorados conteúdos
relativos à disciplina de E.V.T.. Após a intervenção aplicou-se o pós-teste à amostra.
Posteriormente aplicou-se um questionário ao grupo experimental para averiguar se os
alunos minoritários se sentiam integrados na turma.
Os resultados revelaram algumas diferenças significativas entre os pré e pós-testes
da turma experimental (ex.: Teste de McNemar: p < 0.05) e entre os pós-testes do grupo
experimental e do grupo de controlo (ex.; X2(i) = 11.299; p < 0.01). Estes resultados
parecem confirmar as hipóteses Hi e H2 sugerindo, ainda, a influência de um factor
negativo sobre os estudantes, possivelmente emanado pela comunidade através do clima
de escola, que parece conduzir à degradação das relações inter-étnicas e ao sentimento
de desintegração dos alunos minoritários. Contudo, a intervenção parece ter
neutralizado o impacto dessa influência no grupo.
Utilizing UNESCO's proposal "learning how to live together" as an important educational subject, this study intended to explore to what extent Visual Education, could be used as a tool for Intercultural Education. The specific goal of the study was to investigate to what extent analysing artistic images from different cultures could serve to change students' perception of cultural differences, thereby facilitating the development of attitudes of respect towards different ethnic/cultural groups (hypothesis Hi). We also investigated to what extent it could contribute to the integration of minority peers into a majority group (hypothesis H2). This study used a quasi-experimental design with experimental and control groups. Comparisons took place through pre and post-tests, based on Goodenough/Harris's (1963) and Machover's (1965) "Draw-A-Person Test". We have called this adapted version of the test the "Draw-Two-Persons Test" (TDDP). Both the experimental and control groups where told separately to draw a non-european person and a european one on the same sheet of paper (pre-test). Subsequently, the experimental group participated in the experimental treatment during ten sessions that consisted of analysing several art object images belonging to different cultures in which various core art elements could be identified. After the experiment, the post-test was applied. Finally, we apllied a questionnaire for the experimental group, in which we investigated to what extent minority peers had been integrated into the majority group. The results suggested that there were significant difference between pre and post-tests of experimental group (McNemar test: p < 0.05) and between post-tests of experimental and control groups (X2(i) = 11.299; p < 0.01). These results seemed to confirm our hypothesis and also seemed to reveal a negative existing influence on students attitudes, which appeared to proceed from community, that play a role in school environment. These contribute to negative inter-ethnic relations and also damage minority student integration. However, in experimental condition the students were less impact by such negative forces.
Utilizing UNESCO's proposal "learning how to live together" as an important educational subject, this study intended to explore to what extent Visual Education, could be used as a tool for Intercultural Education. The specific goal of the study was to investigate to what extent analysing artistic images from different cultures could serve to change students' perception of cultural differences, thereby facilitating the development of attitudes of respect towards different ethnic/cultural groups (hypothesis Hi). We also investigated to what extent it could contribute to the integration of minority peers into a majority group (hypothesis H2). This study used a quasi-experimental design with experimental and control groups. Comparisons took place through pre and post-tests, based on Goodenough/Harris's (1963) and Machover's (1965) "Draw-A-Person Test". We have called this adapted version of the test the "Draw-Two-Persons Test" (TDDP). Both the experimental and control groups where told separately to draw a non-european person and a european one on the same sheet of paper (pre-test). Subsequently, the experimental group participated in the experimental treatment during ten sessions that consisted of analysing several art object images belonging to different cultures in which various core art elements could be identified. After the experiment, the post-test was applied. Finally, we apllied a questionnaire for the experimental group, in which we investigated to what extent minority peers had been integrated into the majority group. The results suggested that there were significant difference between pre and post-tests of experimental group (McNemar test: p < 0.05) and between post-tests of experimental and control groups (X2(i) = 11.299; p < 0.01). These results seemed to confirm our hypothesis and also seemed to reveal a negative existing influence on students attitudes, which appeared to proceed from community, that play a role in school environment. These contribute to negative inter-ethnic relations and also damage minority student integration. However, in experimental condition the students were less impact by such negative forces.
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 Educação intercultural - Portugal Educação visual Ensino preparatório - Portugal