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Publication
Diversidade Cultural no 1º Ciclo: Estratégias de Integração numa Escola TEIP
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Advisor(s)
Abstract(s)
O presente estudo pretende compreender e analisar as práticas e estratégias adotadas
por docentes, que sem formação na área da interculturalidade, integram os seus alunos
estrangeiros e/ou provenientes de culturas minoritárias no 1.º ciclo básico e no currículo
português. Assim, através de um paradigma interpretativo e estudo de caso, retrata-se a
realidade de duas participantes que lecionam numa escola incluída no programa de
Territórios Educativos de Intervenção Prioritária (TEIP).
A recolha de dados foi realizada através de uma entrevista de grupo entre duas
docentes com tempo de serviço e formação inicial distintas. O tratamento de dados
realizou-se, em grande parte, através de uma análise temática, originando três grandes
temas.
Os resultados obtidos demonstram que a formação para a interculturalidade fornece
um alicerce para integração de alunos estrangeiros nas escolas portuguesas. O bullying, o
abandono escolar, a falta de apoios monetários e humanos das escolas, dos agrupamentos
e até do Ministério da Educação, são fatores que comprometem o trabalho dos docentes
e dificultam a integração desses alunos. Por outro lado, o professor de Português Língua
Não Materna (PLNM), as escolas multiculturais, o foco na aprendizagem do português e
do inglês são facilitadores desse processo. Torna-se assim imperativo incluir a formação
para a interculturalidade no plano de estudos das licenciaturas em Ensino Básico e dos
mestrados em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico assim como
promover formações contínuas para docentes com muitos anos de serviço.
The present study aims to understand and analyze the practices and strategies adopted by teachers, who without training in interculturality, integrate their foreign students and/or students from minority cultures in elementary school and in the Portuguese curriculum. Thus, Thus, through an interpretative paradigm and case study, the reality of two participants who teach in a school included in the Priority Intervention Educational Territories (TEIP) program is portrayed. Data collection was carried out through a group interview between two teachers with different lengths of service and initial training. Data processing was carried out mostly through a thematic analysis, giving rise to three major themes The results obtained demonstrate that training for interculturality acts as a foundation for the integration of foreign students in Portuguese schools. Bullying, school dropout, lack of monetary and human support from schools, groups and even the Ministry of Education, are factors that compromise the work of teachers and make the integration of these students difficult. On the other hand, Portuguese as a Second or Foreign Language teacher (in Portuguese, PLNM), multicultural schools, the focus on learning Portuguese and English are facilitators of this process. It is therefore imperative to include training for interculturality in the study plan of bachelor's degrees in Basic Education and master's degrees in Pre-School Education and Primary Education, as well as promoting ongoing training for teachers with many years of service.
The present study aims to understand and analyze the practices and strategies adopted by teachers, who without training in interculturality, integrate their foreign students and/or students from minority cultures in elementary school and in the Portuguese curriculum. Thus, Thus, through an interpretative paradigm and case study, the reality of two participants who teach in a school included in the Priority Intervention Educational Territories (TEIP) program is portrayed. Data collection was carried out through a group interview between two teachers with different lengths of service and initial training. Data processing was carried out mostly through a thematic analysis, giving rise to three major themes The results obtained demonstrate that training for interculturality acts as a foundation for the integration of foreign students in Portuguese schools. Bullying, school dropout, lack of monetary and human support from schools, groups and even the Ministry of Education, are factors that compromise the work of teachers and make the integration of these students difficult. On the other hand, Portuguese as a Second or Foreign Language teacher (in Portuguese, PLNM), multicultural schools, the focus on learning Portuguese and English are facilitators of this process. It is therefore imperative to include training for interculturality in the study plan of bachelor's degrees in Basic Education and master's degrees in Pre-School Education and Primary Education, as well as promoting ongoing training for teachers with many years of service.