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A escola e a interculturalidade : capacitar os atores para semear a mudança
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Resumo(s)
Num contexto em que as diferenças e heterogeneidade se evidenciam de forma cada
vez mais assinalável à medida que aprofundamos a caracterização de um meio onde a
multiculturalidade raras vezes dá lugar à interculturalidade, desenvolveu-se um projeto que
pretende ser um contributo para a formação profissional, pedagógica, pessoal e social do
corpo docente, no sentido de o tornar mais sensível a uma temática incontornável e de
importância crescente, mais capaz de práticas adequadas a contextos de diversidade cultural,
visando a integração através de uma escolarização vocacionada para o sucesso e de uma
educação, desde cedo, para o convívio com uma valorizada diferença.
O ponto de partida foi inevitavelmente a experiência enquanto docente do 3º Ciclo e
Secundário em mais de uma dezena de escolas de diferentes zonas geográficas, de diferentes
características socioeconómicas, com uma população docente invariavelmente pouco pautada
pela diversidade cultural e uma população discente de diversidade cultural muitas vezes
assinalável e tendencialmente crescente, onde a oferta referente à Formação Contínua de
Professores raras vezes contemplou a área da educação intercultural e onde a adequação de
práticas pedagógicas, observadas em contextos culturais particularmente diversos, foram
quase sempre pontuais e intuitivas ao invés de sistemáticas, planeadas e sustentadas por
conhecimento além do empírico.
À luz de uma revisão bibliográfica iniciada por interesse pessoal e profissional e a que
foi sendo dada sequência durante este ciclo de estudos, produziu-se o conhecimento, a
recolha, análise e interpretação de dados imprescindíveis para a delineação de uma oferta
formativa referente à temática da educação intercultural, adequada ao contexto particular de
implementação deste projeto.
Pretende-se contribuir para que os docentes reforcem o seu papel de atores num
processo de mudança escolar e social, cuja importância e urgência são amplificadas pelo
clima de múltiplas contrariedades presente, o qual favorece a formulação de opiniões sectárias
dominantes, a proliferação de ideias de discriminação e segregação do que é minoritário e por
consequência mais fraco quando se tende a sobrevalorizar parâmetros quantitativos.
In a context where differences and diversity are evident and even more remarkable as we deepen the characterization of an environment where multiculturalism seldom gives way to interculturalism, this project aims to be a contribution to teachers professional, pedagogical, personal and social training, in order to make them more sensitive to an unavoidable issue of increasing importance, better able to appropriate practice in cultural diversity contexts, aiming the integration in a school dedicated to the success and education, since earlier ages, for socializing with a valued difference. The starting point was inevitably the experience while teaching the 3rd cycle and secondary school in more than a dozen schools in different geographical areas, with different socioeconomic characteristics, with a teacher population invariably described by a low cultural diversity, and a student population often with a remarkable cultural diversity and tend growing where the offer relating to Continuous Training Teachers rarely included the area of Intercultural Education and where the suitability of pedagogical practices observed in particularly cultural diversity contexts, were almost always punctual and intuitive rather than systematic, planned and sustained by knowledge beyond the empirical. Based on the literature review perspective initiated by personal and professional interests and sequentially developed during this study course, knowledge, data collection, analysis and interpretation was produced, fundamental for the delineation of a training offer related to the theme of Intercultural Education, appropriate to the particular context where it this project will be implemented. It is intended to contribute to teachers to reinforce their role as actors in the process of school and social change, whose importance and urgency are amplified by an environment of multiple setbacks that favors the formulation of dominant sectarian points of view, the proliferation of discrimination ideas and segregation of the minority, who are consequently weaker when we tend to overestimate quantitative parameters.
In a context where differences and diversity are evident and even more remarkable as we deepen the characterization of an environment where multiculturalism seldom gives way to interculturalism, this project aims to be a contribution to teachers professional, pedagogical, personal and social training, in order to make them more sensitive to an unavoidable issue of increasing importance, better able to appropriate practice in cultural diversity contexts, aiming the integration in a school dedicated to the success and education, since earlier ages, for socializing with a valued difference. The starting point was inevitably the experience while teaching the 3rd cycle and secondary school in more than a dozen schools in different geographical areas, with different socioeconomic characteristics, with a teacher population invariably described by a low cultural diversity, and a student population often with a remarkable cultural diversity and tend growing where the offer relating to Continuous Training Teachers rarely included the area of Intercultural Education and where the suitability of pedagogical practices observed in particularly cultural diversity contexts, were almost always punctual and intuitive rather than systematic, planned and sustained by knowledge beyond the empirical. Based on the literature review perspective initiated by personal and professional interests and sequentially developed during this study course, knowledge, data collection, analysis and interpretation was produced, fundamental for the delineation of a training offer related to the theme of Intercultural Education, appropriate to the particular context where it this project will be implemented. It is intended to contribute to teachers to reinforce their role as actors in the process of school and social change, whose importance and urgency are amplified by an environment of multiple setbacks that favors the formulation of dominant sectarian points of view, the proliferation of discrimination ideas and segregation of the minority, who are consequently weaker when we tend to overestimate quantitative parameters.
Descrição
Trabalho de projeto de mestrado, Ciências da Educação (Educação Intercultural), Universidade de Lisboa, Instituto de Educação, 2013
Palavras-chave
Representação social Aculturação Educação intercultural - Portugal Trabalhos de projeto de mestrado - 2013