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Formação cívica e interculturalidade : um estudo de investigação-acção
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Tese | 6.1 MB | Adobe PDF | ||
| Anexo 8 | 1.54 MB | Microsoft Powerpoint |
Advisor(s)
Abstract(s)
O presente estudo foi realizado numa Escola Secundária pública, do concelho de
Oeiras, numa turma multicultural do 9º ano do Ensino Básico, enquadra-se no âmbito da
área de Formação Cívica e consistiu no desenvolvimento de um projecto de intervenção
assente em estratégias interculturais.
A finalidade da investigação consistiu em verificar o possível contributo da área
de Formação Cívica para o (re)conhecimento e a aceitação de Si e dos Outros,
promovendo, assim, uma sociedade mais justa e um mundo melhor numa vivência
intercultural e pretendeu:
i) conhecer a auto-imagem/estatuto social percebido que o aluno tem no
grupo/turma;
ii) identificar situações e factores de discriminação e factores que as sustentam
(etnia, classe social, género, sucesso/insucesso escolar…);
iii) equacionar estratégias de promoção de relações interpessoais e de educação
intercultural.
Para a concretização destes objectivos, escolhemos uma metodologia de
Investigação-Acção e seguimos um procedimento sequencial e em espiral de
diagnóstico, planificação, intervenção e avaliação/reflexão.
A análise dos dados qualitativos e quantitativos indicou existirem efeitos
favoráveis da intervenção, traduzidos na expansão de sentido de identidade pessoal e
colectiva, melhoria do auto-conceito, das atitudes e comportamentos dos alunos.
Confirmou-se, assim, que a área de Formação Cívica é um espaço privilegiado
de educação intercultural, desde que sejam utilizados dispositivos pedagógicos
diferenciados adequados à diversidade dos alunos em geral e à especificidade de cada
um em particular.
This study was conducted in a public secondary school, in the municipality of Oeiras, withy a multicultural group of the 9th year of primary education, falls within the ambit of Civic Education and consisted in developing a project of intervention based on intercultural strategy. The purpose of the investigation was to check the possible contribution of Civic Education for the (re)knowledge and the acceptance of self and of others, thus promoting a fairer society and a better world in an intercultural experience and aimed to: I) know the self-image/social status perceived that the student has in the group/class; II) identify situations and discrimination factors and factors that underpin (ethnicity, social class, gender, success/failure at school …); III) consider promotion strategies of interpersonal relations and intercultural education. To meet these objectives, we chose an action-research methodology and followed a sequential procedure and thickenings of diagnosis, planning, intervention and evaluation/reflection. The analysis of qualitative and quantitative data indicated the existence of favourable intervention, translated in expansion of sense of personal and collective identity, self improvement concept, attitudes and behaviours of students. It was confirmed that the Civic Education is a special area of intercultural education, if differentiated teaching devices are suited to the diversity of students in general and to the specificity of each one in particular.
This study was conducted in a public secondary school, in the municipality of Oeiras, withy a multicultural group of the 9th year of primary education, falls within the ambit of Civic Education and consisted in developing a project of intervention based on intercultural strategy. The purpose of the investigation was to check the possible contribution of Civic Education for the (re)knowledge and the acceptance of self and of others, thus promoting a fairer society and a better world in an intercultural experience and aimed to: I) know the self-image/social status perceived that the student has in the group/class; II) identify situations and discrimination factors and factors that underpin (ethnicity, social class, gender, success/failure at school …); III) consider promotion strategies of interpersonal relations and intercultural education. To meet these objectives, we chose an action-research methodology and followed a sequential procedure and thickenings of diagnosis, planning, intervention and evaluation/reflection. The analysis of qualitative and quantitative data indicated the existence of favourable intervention, translated in expansion of sense of personal and collective identity, self improvement concept, attitudes and behaviours of students. It was confirmed that the Civic Education is a special area of intercultural education, if differentiated teaching devices are suited to the diversity of students in general and to the specificity of each one in particular.
Description
Tese de mestrado, Ciências da Educação (Educação Intercultural), Universidade de Lisboa, Instituto de Educação, 2010
Keywords
Educação intercultural Formação cívica Investigação-acção Teses de mestrado - 2010