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Da sombra da mulemba à escola : saberes escolares e do quotidiano da criança
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Orientador(es)
Resumo(s)
A dinâmica das sociedades atuais não mais permite ignorar as relações socioculturais
que cada comunidade/sociedade carrega no seu dia-a-dia. Assim, considerando o
facto de Angola ser um país rico na diversidade étnico-linguística, e que vem
vivenciado mudanças na visibilidade e consciência sobre essa grande massa
multicultural e intercultural das comunidades, a exigência de um novo olhar sobre a
escola e suas relações interculturais a cada dia faz mais sentido.
Este estudo focou-se em compreender as relações que se estabelecem entre as
aprendizagens escolares e os saberes do quotidiano dos alunos de uma escola do
ensino primário, bem como perceber a forma como se entrecruzam estas
aprendizagens e saberes. A investigação decorreu em uma comunidade rural,
culturalmente assente na etnia Nyaneca, desde a comunicação aos hábitos e costumes.
Para o desenvolvimento do estudo partiu-se da investigação de inspiração etnográfica,
enquadrando-se no paradigma fenomenológico-interpretativo. A observação
participante, entrevistas informais e textos dos alunos constituíram as técnicas de
recolha de dados empíricos que melhor se adaptavam ao estudo da problemática e que
possibilitaram uma visão mais ampla sobre a problemática.
A partir dos dados recolhidos, a investigação encaminhou-se na análise de três
dimensões principais: atividades valorizadas em contexto familiar, atividades
valorizadas em contexto escolar e articulações entre saberes escolares e comunitários
das crianças. Os dados foram analisados e possibilitaram observar que a relação
existente entre as aprendizagens escolares e os saberes comunitários é muito pouco
visível, embora haja uma valorização, por parte dos participantes, das atividades
realizadas nos dois contextos. Não obstante, a observação releva que o intervalo entre
as aulas é o momento em que melhor se articulam os conhecimentos obtidos nos
contextos analisados, visto ser comum as crianças utilizarem a língua Nyaneca para
comunicarem entre si. Quando se trata de realizar contagens ou abordar outros
conteúdos da escola, as crianças comunicam em língua Portuguesa.
The dynamics of today's societies no longer allow us to ignore the sociocultural relations that each community/society carries in their daily lives. Thus, considering the fact that Angola is a country rich in ethno-linguistic diversity, and that it has been experiencing changes in visibility and awareness about this great multicultural and intercultural mass of communities, the demand for a new look at the school and its intercultural relations every day makes more sense. This study focused on understanding the relationships that are established between school learning and everyday knowledge of students in an elementary school, as well as how these learning and knowledge intersect. The research took place in a rural community, culturally based on the Nyaneca ethnic group, from communication to habits and customs. For the development of the study, ethnographic research was used, within the phenomenological-interpretative paradigm. Participant observation, informal interviews and students' texts were the techniques of empirical data collection that best suited the study of the issue and allowed a broader view of the problem. Based on the data collected, the research focused on the analysis of three main dimensions: activities valued in the family context, activities valued in the school context, and links between school and community knowledge of the children. The data were analyzed and made it possible to observe that the relationship between school learning and community knowledge is very little visible, although there is an appreciation, on the part of the participants, of the activities carried out in both contexts. Nevertheless, the observation shows that the break between the classes is the moment when the knowledge obtained in the analyzed contexts is best articulated, since it is common for the children to use the Nyaneca language to communicate among themselves. When it is about counting or other school contents, the children communicate in Portuguese.
The dynamics of today's societies no longer allow us to ignore the sociocultural relations that each community/society carries in their daily lives. Thus, considering the fact that Angola is a country rich in ethno-linguistic diversity, and that it has been experiencing changes in visibility and awareness about this great multicultural and intercultural mass of communities, the demand for a new look at the school and its intercultural relations every day makes more sense. This study focused on understanding the relationships that are established between school learning and everyday knowledge of students in an elementary school, as well as how these learning and knowledge intersect. The research took place in a rural community, culturally based on the Nyaneca ethnic group, from communication to habits and customs. For the development of the study, ethnographic research was used, within the phenomenological-interpretative paradigm. Participant observation, informal interviews and students' texts were the techniques of empirical data collection that best suited the study of the issue and allowed a broader view of the problem. Based on the data collected, the research focused on the analysis of three main dimensions: activities valued in the family context, activities valued in the school context, and links between school and community knowledge of the children. The data were analyzed and made it possible to observe that the relationship between school learning and community knowledge is very little visible, although there is an appreciation, on the part of the participants, of the activities carried out in both contexts. Nevertheless, the observation shows that the break between the classes is the moment when the knowledge obtained in the analyzed contexts is best articulated, since it is common for the children to use the Nyaneca language to communicate among themselves. When it is about counting or other school contents, the children communicate in Portuguese.
Descrição
Dissertação de Mestrado, Educação e Formação (Área de Especialização em Desenvolvimento Social e Cultural), Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Saberes escolares Comunicação intercultural Estudo etnográfico Educação intercultural Escola - Comunidade Teses de mestrado - 2021