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Interacção professor/aluno numa escola multicultural
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Orientador(es)
Resumo(s)
A presente investigação tem como pano de fundo a crescente diversidade cultural
das escolas portuguesas. Trata-se de um estudo de caso realizado numa escola da periferia
de Lisboa que teve como principal objectivo analisar a interacção verbal professor/aluno
em aulas do 3° ciclo do ensino básico, dirigidas a alunos de origem lusa e não lusa. Nessa
análise consideraram-se diferentes variáveis: os professores, o ano lectivo (7° e 8° ano) e a
origem cultural dos alunos (alunos lusos e alunos de minorias).
Metodologicamente, este estudo insere-se numa perspectiva interpretativa da
realidade e a recolha dos dados foi efectuada com recurso à observação e vídeo-registo de
aulas, a entrevistas semi-directivas a professores e ao visionamento comentado de excertos
de aulas por parte dos alunos. O cruzamento dos diferentes dados quantitativos e
qualitativos permitiu concluir que a educação intercultural está longe de ser uma realidade.
Apesar de existir uma posição de respeito relativamente às culturas minoritárias, persiste o
enraizamento em práticas rotinizadas monoculturais em que, grosso modo, se privilegia a
cultura da maioria e se opta por ignorar as diferenças. As poucas iniciativas que visam
valorizar as culturas minoritárias denotam alguma semente de mudança. Na sua
preocupação em tratar todos os alunos de forma igual, os professores, ao gerirem a
comunicação na aula, esquecem frequentemente as diferenças entre os seus alunos e abrem
caminho à desigualdade educativa.
No contexto estudado, os alunos de minorias estão bem integrados entre os seus
pares. Verificou-se a possibilidade de sucesso escolar destes alunos, facilitada pela
adopção, por parte deles, de estratégias várias, em especial por uma certa acomodação,
ainda que não assimilação, e por uma visão da escola enquanto factor de enriquecimento
pessoal e passaporte para obter sucesso no mundo do trabalho.
The importance of this study relies on the growing cultural diversity of the Portuguese schools. It is a case study which was conducted at a junior high school of the suburbs of Lisbon and its main goal was to analyze the interaction between teachers and students in multicultural groups. In that analysis different variables were considered: the teachers, the students' form (7th form and 8th form) and the students' cultural origin (Portuguese students and minority students). The data were collected with resource to: the observation and recording of classes, interviews to teachers and the students' commentaries about their attitudes and those of the teachers in the observed classes. The crossing of the different quantitative and qualitative data allowed to conclude that intercultural education is far away from being a reality. In spite of existing an attitude of respect towards minority cultures, teachers continue to use the same traditional teaching methods in which the dominant Portuguese culture is favored and the students' differences are mainly ignored. However, the few existing initiatives in order to value the minority cultures indicate some change. Teachers are so concerned about treating all students equally that they often forget their differences and they give rise to situations of educational inequality. In general, these students are well integrated among their peers. It was concluded that minority students are able to succed at school. This success seems to be the result of the adoption of the accommodation without assimilation strategy and the assumption that school contributes to personal enrichment and to professional success.
The importance of this study relies on the growing cultural diversity of the Portuguese schools. It is a case study which was conducted at a junior high school of the suburbs of Lisbon and its main goal was to analyze the interaction between teachers and students in multicultural groups. In that analysis different variables were considered: the teachers, the students' form (7th form and 8th form) and the students' cultural origin (Portuguese students and minority students). The data were collected with resource to: the observation and recording of classes, interviews to teachers and the students' commentaries about their attitudes and those of the teachers in the observed classes. The crossing of the different quantitative and qualitative data allowed to conclude that intercultural education is far away from being a reality. In spite of existing an attitude of respect towards minority cultures, teachers continue to use the same traditional teaching methods in which the dominant Portuguese culture is favored and the students' differences are mainly ignored. However, the few existing initiatives in order to value the minority cultures indicate some change. Teachers are so concerned about treating all students equally that they often forget their differences and they give rise to situations of educational inequality. In general, these students are well integrated among their peers. It was concluded that minority students are able to succed at school. This success seems to be the result of the adoption of the accommodation without assimilation strategy and the assumption that school contributes to personal enrichment and to professional success.
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 Interacção verbal Minorias Educação intercultural Multiculturalismo