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A escola como espaço de aculturação de crianças e jovens migrantes e refugiados: perceções de professores, tecnicos especializados e encarregados de educação
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O presente estudo assenta numa abordagem qualitativa, recorrendo ao método de estudo
de caso, tendo sido traçado como objetivo geral compreender o modo como é
percecionada a integração escolar de crianças e jovens refugiadas. Para tal, foi
selecionada uma amostra composta por três grupos distintos: professores, técnicos
especializados e famílias. Para a recolha de dados optou-se por utilizar como
instrumentos a análise documental e entrevistas semiestruturadas, a sua análise
mobilizou a análise de conteúdo temática.
Os resultados através dos testemunhos recolhidos evidenciam que as
representações sociais dos diferentes atores educativos influenciam significativamente
o percurso de integração dos alunos. Relativamente ao processo de inclusão dos
estudantes migrantes ou refugiados, os docentes e técnicos reconhecem a importância
de reconhecer a herança cultural do aluno e a necessidade de serem ajustadas medias
individuais e personalizadas. Apesar destes pontos positivos, são identificadas
fragilidades relacionadas com a rigidez do sistema de ensino, nível de formação
insuficiente, ausência de instrumentos psicológicos adaptados à diversidade linguística
e cultural. Já no que concerne aos encarregados de educação entrevistados, os dados
permitiram inferir que uma parte do grupo se integra na estratégia de integração devido
a vivenciar experiência positiva entre a herança cultural e a nova sociedade;
contrariamente, a outra parte demonstra que os indivíduos são levados a adotar
estratégias de separação. Foram ainda destacados vários desafios que evidenciaram a
importância de uma abordagem holística, estruturada e contínua, de modo a criar
condições justas e equitativas para todos os alunos migrantes ou refugiados.
The present study is based on a qualitative approach, drawing on the case study method, with the general objective of understanding how the school integration of refugee children and young people is perceived. To this end, a sample comprising three distinct groups was selected: teachers, specialist practitioners, and families. For data collection, documentary analysis and semi-structured interviews were employed as instruments. The results, drawn from the testimonies collected, demonstrate that the social representations of the different educational actors significantly influence the students' integration trajectories. Regarding the inclusion process of migrant or refugee students, teachers and specialist practitioners acknowledge the importance of recognising the student's cultural heritage and the need for individualised and personalised measures to be put in place. Despite these positive aspects, weaknesses include the rigidity of the education system, insufficient training, and the absence of psychological instruments adapted to linguistic and cultural diversity. With regard to the parents and guardians interviewed, the data allowed for the inference that the majority of the group integrates into the integration strategy as a result of having experienced a positive relationship between their cultural heritage and the new society; conversely, a minority group reports experiences that lead individuals to adopt strategies of separation. Several challenges were further highlighted, enabling a deeper understanding of the importance of a holistic, structured, and continuous approach in order to create fair and equitable conditions for all migrant or refugee students.
The present study is based on a qualitative approach, drawing on the case study method, with the general objective of understanding how the school integration of refugee children and young people is perceived. To this end, a sample comprising three distinct groups was selected: teachers, specialist practitioners, and families. For data collection, documentary analysis and semi-structured interviews were employed as instruments. The results, drawn from the testimonies collected, demonstrate that the social representations of the different educational actors significantly influence the students' integration trajectories. Regarding the inclusion process of migrant or refugee students, teachers and specialist practitioners acknowledge the importance of recognising the student's cultural heritage and the need for individualised and personalised measures to be put in place. Despite these positive aspects, weaknesses include the rigidity of the education system, insufficient training, and the absence of psychological instruments adapted to linguistic and cultural diversity. With regard to the parents and guardians interviewed, the data allowed for the inference that the majority of the group integrates into the integration strategy as a result of having experienced a positive relationship between their cultural heritage and the new society; conversely, a minority group reports experiences that lead individuals to adopt strategies of separation. Several challenges were further highlighted, enabling a deeper understanding of the importance of a holistic, structured, and continuous approach in order to create fair and equitable conditions for all migrant or refugee students.