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O papel das tecnologias digitais numa escola inserida numa zona com dificuldades económicas e de integração socioeducativa : um estudo com populações de origem africana
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Nesta investigação procurei dar resposta à pergunta de investigação: Poderão as tecnologias digitais ser uma ferramenta que contribua para a integração socioeducativa, por parte de pais e encarregados de educação com dificuldades económicas e de populações imigrantes de origem africana? Situa-se no grande tema do envolvimento parental, e a revisão da literatura revelou a existência de dois projetos no âmbito do problema e da proposta de resposta: O Flaxmere Project realizado na Nova Zelândia, por Clinton, Dixon e Hattie; e um projeto de Alcalay, Milicic e Torretti, financiado pelo Fundo Nacional de Desenvolvimento Cientifico e Tecnológico do Chile.
A metodologia que escolhi foi a Investigação-Ação, no modelo de McNiff e Whitehead, e desenvolveu-se em três ciclos de reflexão-ação que incluíram um projeto formativo em linguagem da escolarização com recurso às tecnologias digitais.
Da revisão da literatura constam ainda autores como Bernstein, Giddens, Goffman e Castells. A aplicação das sessões de formação foi desafiante pela imprevisibilidade quanto à assiduidade dos participantes, mas ocorreu e realizei dois grupos de sessões em linguagem da escolarização com duas formas distintas de aplicação das tecnologias digitais.
As conclusões do estudo levam-me a afirmar que, um projeto com as características deste que agora apresento os resultados, proporciona um quadro teórico e metodológico adequado para pais e encarregados de educação similares aos que fizeram parte deste estudo. Fica, entretanto, a necessidade de voltar a realizar o terceiro ciclo de reflexão-ação, para dar mais consistência aos resultados alcançados. Entre os resultados saliento uma maior compreensão, por parte de alguns dos encarregados de educação que participaram no estudo, da linguagem da escolarização, mormente, a sua organização territorial e educativa, em ciclos de estudos progressivos, a organização dos horários, a existência de manuais e materiais didáticos bem como da caderneta escolar e ainda um despertar para a necessidade de fazer um maior acompanhamento da vida escolar dos filhos.
In this investigation I tried to answer the research question: Can digital technologies be a tool that contributes to socio-educational integration, on the part of parents with economic difficulties and belonging to African immigrant populations? Parental involvement is the main concept of the research, and the literature review revealed the existence of two projects within the scope of the research problem: The Flaxmere Project carried out in New Zealand, by Hattie Clinton, Hattie, and Dixon; and a project by Alcalay, Milicic and Torretti, financed by the National Fund for Scientific and Technological Development, developed in Chile. The methodology I chose was the Research-Action, in the McNiff and Whitehead model, and was developed in three reflection-action cycles that included a training project in the language of schooling using digital technologies. The literature review also includes authors such as Bernstein, Giddens, Goffman, Castells. The development of the training sessions was challenging due to the unpredictability regarding the attendance of the participants, but I was able to carry out two groups of training sessions in the language of schooling with two different ways of applying digital technologies. The study's conclusions lead me to affirm that a project with the characteristics of this one, that I now present the results, provides an adequate theoretical and methodological framework for parents with similar to those who were part of this study. However, there is a need to re-conduct the third cycle of reflection-action, to give more consistency to the results achieved. Among the results, I highlight a greater understanding, by some of the parents who participated in the study, of the language of schooling, especially its territorial and educational organization, in progressive study cycles, the organization of timetables, the existence of manuals and didactic materials as well as the school notebook and an awakening to the need to do more monitoring of the children's school life.
In this investigation I tried to answer the research question: Can digital technologies be a tool that contributes to socio-educational integration, on the part of parents with economic difficulties and belonging to African immigrant populations? Parental involvement is the main concept of the research, and the literature review revealed the existence of two projects within the scope of the research problem: The Flaxmere Project carried out in New Zealand, by Hattie Clinton, Hattie, and Dixon; and a project by Alcalay, Milicic and Torretti, financed by the National Fund for Scientific and Technological Development, developed in Chile. The methodology I chose was the Research-Action, in the McNiff and Whitehead model, and was developed in three reflection-action cycles that included a training project in the language of schooling using digital technologies. The literature review also includes authors such as Bernstein, Giddens, Goffman, Castells. The development of the training sessions was challenging due to the unpredictability regarding the attendance of the participants, but I was able to carry out two groups of training sessions in the language of schooling with two different ways of applying digital technologies. The study's conclusions lead me to affirm that a project with the characteristics of this one, that I now present the results, provides an adequate theoretical and methodological framework for parents with similar to those who were part of this study. However, there is a need to re-conduct the third cycle of reflection-action, to give more consistency to the results achieved. Among the results, I highlight a greater understanding, by some of the parents who participated in the study, of the language of schooling, especially its territorial and educational organization, in progressive study cycles, the organization of timetables, the existence of manuals and didactic materials as well as the school notebook and an awakening to the need to do more monitoring of the children's school life.
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Envolvimento Parental Linguagem da Escolarização Minorias Africanas Nível Socioeconómico Baixo Tecnologias Digitais African Minorities Digital Technologies language of schooling Lower SES Parental involvement