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Publication
Abordagem à educação intercultural: uma experiência em creche e em jardim de infância
Advisor(s)
Abstract(s)
O presente relatório de investigação tem como objeto de estudo a Educação
Inter/Multicultural e como questão de investigação “Como potenciar a Educação
Inter/Multicultural em contexto de Creche e Jardim de Infância?”.
A Educação Inter/Multicultural baseia-se num
“contexto de vida democrática, em que as crianças exercem o seu direito de participar,
e em que a diferença de género, social, física, cognitiva, religiosa e étnica é aceite
numa perspetiva de equidade, num processo educativo que contribui para uma maior
igualdade de oportunidades (…), entre indivíduos de diferentes classes sociais, com
capacidades diversas e de diferentes etnias. (…) As diferentes maneiras de ser e de
saber contribuem para o enriquecimento da vida do grupo, para dar sentido à
aquisição de novos saberes e à compreensão de diferentes culturas.” (Silva et. al,
2016, p.39).
O estudo tinha como objetivo debater e sensibilizar as crianças para questões
relacionadas com o racismo, a diversidade cultural e atitudes discriminatórias. Promover
uma perspetiva crítica e interventiva para que as crianças não se inibissem de expressar
aquilo que pensavam. Sensibilizar as educadoras cooperantes para a importância da
abordagem à Educação Inter/Multicultural.
O trabalho desenvolvido teve como intuito sensibilizar as crianças para a
valorização e aceitação de novas culturas, fazendo-as ver que somos todos diferentes,
mas que temos todos os mesmos direitos, independentemente, das nossas
características. Ensinar-lhes que devemos respeitar sempre o outro, sendo solidários e
“humanos”. Não discriminar nem inferiorizar, pois, isso está errado e pode influenciar
negativamente o futuro de outras crianças.
Quanto à metodologia utilizada, optei pela investigação qualitativa, onde me
foquei no investigar e no agir e mais tarde na análise dos resultados obtidos.
Para recolha e tratamento de informação baseei-me na observação participante,
nas conversas em grande e pequeno grupo, nas notas de campo, nos recursos
tecnológicos, como por exemplo, fotografias, vídeos e gravações e na conversação.
Também, na análise documental e, ainda, no inquérito por questionário (realizado às
educadoras). Desta forma, consegui perceber quais as necessidades do grupo, os
contextos e a prática pedagógica das educadoras.
Ao longo do meu percurso, como estagiária, considerei importante promover a
temática da Inter/Multiculturalidade, para que as crianças pudessem refletir e aprender
cada vez mais. Aprofundei o tema de forma que as crianças percebessem o quanto interessante
e gratificante é convivermos com diferentes culturas e aprendermos algo novo com as
mesmas, como por exemplo as suas tradições, costumes, a sua língua, a sua
gastronomia, o seu vestuário, entre outros.
Desta forma, em todas as atividades que realizei tive por parte das crianças um
feedback bastante positivo desde o questionar, mostrando interesse em saber mais, ao
pedir para repetir por terem gostado, por ser criativo e pelo facto de nunca terem
realizado anteriormente. Algumas crianças fizeram observações muito relevantes,
começaram a ter em consideração o gosto dos amigos e as suas opiniões, aprenderam
a respeitar as diferenças físicas de cada um, tornaram-se compreensivas e solidárias em
relação a outras crianças com patologias. Para mim, foi muito importante saber que
contribui para estas observações, que fi-las refletir sobre aquilo que as rodeia e ainda
ter um olhar mais atento, crítico e cuidadoso com aqueles que mais necessitam.
This research project has Inter/Multicultural Education as its object of study and as an action-research question: "How to enhance Inter/Multicultural Education in the context of Nursery and Kindergarten?" Inter/Multicultural Education is based on a "context of democratic life, where children exercise their right to participate, and where gender, social, physical, cognitive, religious, and ethnic differences are accepted from an equitable perspective, in an educational process that contributes to greater equality of opportunities (...), among individuals from different social classes, with diverse abilities, and of different ethnicities. (...) The different ways of being and knowing contribute to enriching the life of the group, giving meaning to the acquisition of new knowledge and the understanding of different cultures." (Silva et al., 2016, p.39). The report carried out with children aims to raise awareness among them to the value and acceptance of new cultures, making them see that we are all different but have the same rights, regardless of our characteristics. Teaching them to always respect others, to be compassionate and "human." Not to discriminate or demean, as that is wrong and can negatively influence the future of other children. As to the methodology used to work with different groups, I chose qualitative research, focusing on investigating and acting, and afterwards on the analysis of the results obtained. For the collection and treatment of information, I based myself on conversations in large and small groups, field notes, questionnaire surveys (applied to the nursery and preschool teachers), technological resources such as photographs, videos, recordings, and written records. By following these methods, I was able to understand the group's needs, contexts, and the nursery and preschool teachers’ pedagogical practices. Throughout my journey, as a trainee, I felt it was important to promote the theme of inter/multiculturality so that the children could reflect and learn more and more. I deepened the subject so that the children realized how interesting and rewarding it is to live with different cultures and learn something new from them, such as their traditions, customs, language, cuisine, clothing, among others. In this way, in all the activities that I carried out, I had very positive feedback from the children, from the questioning, showing an interest in knowing more, to asking to repeat it because they liked it, because it was creative and because they had never done it before. Some children made very relevant observations, they began to take into consideration their friends tastes and their opinions, they learned to respect each other’s physical differences, became understanding and supportive of children with pathologies. For me, it was very important to know that I contributed to these observations, that I made them reflect about their surroundings and even to having a more observant, critical, and caring look to those who need it the most.
This research project has Inter/Multicultural Education as its object of study and as an action-research question: "How to enhance Inter/Multicultural Education in the context of Nursery and Kindergarten?" Inter/Multicultural Education is based on a "context of democratic life, where children exercise their right to participate, and where gender, social, physical, cognitive, religious, and ethnic differences are accepted from an equitable perspective, in an educational process that contributes to greater equality of opportunities (...), among individuals from different social classes, with diverse abilities, and of different ethnicities. (...) The different ways of being and knowing contribute to enriching the life of the group, giving meaning to the acquisition of new knowledge and the understanding of different cultures." (Silva et al., 2016, p.39). The report carried out with children aims to raise awareness among them to the value and acceptance of new cultures, making them see that we are all different but have the same rights, regardless of our characteristics. Teaching them to always respect others, to be compassionate and "human." Not to discriminate or demean, as that is wrong and can negatively influence the future of other children. As to the methodology used to work with different groups, I chose qualitative research, focusing on investigating and acting, and afterwards on the analysis of the results obtained. For the collection and treatment of information, I based myself on conversations in large and small groups, field notes, questionnaire surveys (applied to the nursery and preschool teachers), technological resources such as photographs, videos, recordings, and written records. By following these methods, I was able to understand the group's needs, contexts, and the nursery and preschool teachers’ pedagogical practices. Throughout my journey, as a trainee, I felt it was important to promote the theme of inter/multiculturality so that the children could reflect and learn more and more. I deepened the subject so that the children realized how interesting and rewarding it is to live with different cultures and learn something new from them, such as their traditions, customs, language, cuisine, clothing, among others. In this way, in all the activities that I carried out, I had very positive feedback from the children, from the questioning, showing an interest in knowing more, to asking to repeat it because they liked it, because it was creative and because they had never done it before. Some children made very relevant observations, they began to take into consideration their friends tastes and their opinions, they learned to respect each other’s physical differences, became understanding and supportive of children with pathologies. For me, it was very important to know that I contributed to these observations, that I made them reflect about their surroundings and even to having a more observant, critical, and caring look to those who need it the most.
Description
Keywords
Educação Inter/Multicultural Educação Inter/Multicultural em Educação de Infância Papel do Educador de Infância no Desenvolvimento de uma Educação Inter/Multicultural Inter/Multicultural Education Inter/Multicultural Education in Early Childhood Education Role of Early Childhood Nursery and Kindergarten Teachers in Developing Inter/Multicultural Education