Loading...
Publication
Testemunhos de integração: Desafios linguísticos e culturais de um jovem Cabo-verdiano em Portugal
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 697.41 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A presente investigação incide sobre a forma como as crianças oriundas de Cabo Verde se adaptam ao contexto escolar português, nomeadamente no que se refere ao domínio da língua portuguesa.
Neste sentido, procurou-se analisar as vivências de um jovem cabo-verdiano, imigrante e que foi inserido no 1º ciclo, sem dominar a língua portuguesa, bem como os fatores que identifica como protetores e de risco, na fase de adaptação.
Para a coleta de dados, utilizou-se o método Storytelling, que permite ao participante narrar a sua experiência e as emoções associadas a esse período de adaptação. No mesmo sentido, foi permitido ao participante narrar a história na sua língua materna, o crioulo, o que proporciona um relato mais autêntico e confortável.
Apesar de atualmente dominar a língua, o participante revelou desconforto em falar português, pois é no crioulo que encontra a sua identidade linguística e cultural. Durante a investigação, foram identificadas pessoas e atitudes que contribuíram para a integração tanto na cultura quanto no sistema de ensino. Professores que adotaram uma abordagem acolhedora e colegas que demostraram empatia e amizade foram fatores protetores importantes. Em contraste, situações que provocaram sentimentos de não pertença e inferioridade, como preconceito linguístico e culturais, foram identificados como fatores de risco.
Embora o número de crianças oriundas de Cabo Verde esteja a diminuir e, atualmente, as crianças descendentes de cabo-verdianos sejam de segunda ou terceira geração, isto é, já nascidas em Portugal, a influência do crioulo continua muito marcada nos contextos informais, nas relações familiares, na comunidade e na transmissão oral da cultura.
Assim, o imperativo de uma escola intercultural que, não só respeite e valorize, mas também que promova o conhecimento da língua e cultura dos alunos. Este continua a ser um dos objetivos a atingir no contexto educacional.
This research focuses on how children from Cape Verde adapt to the Portuguese school environment, particularly in terms of mastering the Portuguese language. In this sense, we sought to analyze the experiences of a young Cape Verdean immigrant who was placed in the 1st cycle without mastering the Portuguese language, as well as the factors he identifies as protective and risk factors in the adaptation phase. For data collection, the Storytelling method was used, which allows the participant to narrate their experience and the emotions associated with this period of adaptation. In the same vein, the participant was allowed to tell the story in their mother tongue - Creole, which provides a more authentic and comfortable account. Despite currently mastering the language, the participant revealed his discomfort with speaking Portuguese, as it is in Creole that he finds his linguistic and cultural identity. During the research, people and attitudes were identified that contributed to integration into both the culture and the education system. Teachers who adopt a welcoming approach and colleagues who show empathy and friendship were important protective factors. In contrast, situations that provoke feelings of non-belonging and inferiority, such as linguistic and cultural prejudice, were identified as risk factors. Although the number of children from Cape Verde is decreasing and nowadays children of Cape Verdean descent are second or third generation, i.e. born in Portugal, the influence of Creole is still very strong in informal contexts, in family relationships, in the community and in the oral transmission of culture. Hence the need for an intercultural school that not only respects and values Creole, but also promotes students' knowledge of the language and culture. This remains one of the objectives to be achieved in the educational context.
This research focuses on how children from Cape Verde adapt to the Portuguese school environment, particularly in terms of mastering the Portuguese language. In this sense, we sought to analyze the experiences of a young Cape Verdean immigrant who was placed in the 1st cycle without mastering the Portuguese language, as well as the factors he identifies as protective and risk factors in the adaptation phase. For data collection, the Storytelling method was used, which allows the participant to narrate their experience and the emotions associated with this period of adaptation. In the same vein, the participant was allowed to tell the story in their mother tongue - Creole, which provides a more authentic and comfortable account. Despite currently mastering the language, the participant revealed his discomfort with speaking Portuguese, as it is in Creole that he finds his linguistic and cultural identity. During the research, people and attitudes were identified that contributed to integration into both the culture and the education system. Teachers who adopt a welcoming approach and colleagues who show empathy and friendship were important protective factors. In contrast, situations that provoke feelings of non-belonging and inferiority, such as linguistic and cultural prejudice, were identified as risk factors. Although the number of children from Cape Verde is decreasing and nowadays children of Cape Verdean descent are second or third generation, i.e. born in Portugal, the influence of Creole is still very strong in informal contexts, in family relationships, in the community and in the oral transmission of culture. Hence the need for an intercultural school that not only respects and values Creole, but also promotes students' knowledge of the language and culture. This remains one of the objectives to be achieved in the educational context.
Description
Keywords
Cabo Verde, Língua materna, Identidade cultural e linguística, Educação intercultural Cape Verde, Mother tongue, Cultural and linguistic identity, Intercultural education