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Sete mulheres e a contradição da Tradição: a viagem de carroça na autoestrada da Escol(h)a
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As mulheres ciganas estão na encruzilhada de múltiplas privações: não só devido às suas tradições culturais/étnicas, mas também fruto da sua situação social e de género. O presente estudo analisa o papel das políticas educativas nos percursos escolares das mulheres ciganas. Foi adotada uma abordagem qualitativa, centrando-se essencialmente na análise de sete histórias de vida, recolhidas através de entrevistas de narrativa livre. Através de uma análise de conteúdo, identificaram-se dois temas e cinco subtemas: a educação formal das raparigas ciganas, subdividindo-se em fatores que impulsionam o percurso escolar, fatores que dificultam ou impedem o percurso escolar e medidas/políticas educativas relevantes; e a inclusão na escola, subdividindo-se em problemas identificados e perspetivas de futuro. Procurou-se compreender de que forma as políticas educativas contribuíram para as suas histórias de sucesso e resiliência. Os resultados apontam para uma forte influência da família e da motivação intrínseca nestes percursos que desafiaram a tradição, relegando quaisquer políticas educativas para segundo plano. Este estudo contribui para uma melhor compreensão das experiências, ansiedades, medos, privações que acompanham as mulheres ciganas, numa luta constante contra vários tipos de discriminação e negação de direitos fundamentais. Contribui para compreender de que forma a Escola pode inverter esta tendência de abandono escolar e prevalecer a Escola de todas as crianças.
Roma women face multiple deprivations: not only due to their cultural/ethnic traditions, but also due to their social situation and gender. This study analyses the role of educational policies in the educational paths of Roma women. A qualitative approach was adopted, focusing primarily on the analysis of seven life stories collected through free-form interviews. Through content analysis, two themes and five subthemes were identified: the formal education of Roma girls, subdivided into factors that drive their educational path, factors that hinder or impede their educational path, and relevant educational measures/policies; and inclusion in school, subdivided into identified problems and future prospects. The aim was to understand how educational policies contributed to their stories of success and resilience. The results point to a strong influence of family and intrinsic motivation in these paths that defied tradition, relegating any educational policies to the background. This study contributes to a better understanding of the experiences, anxieties, fears, and hardships that Roma women face in their constant struggle against various types of discrimination and denial of fundamental rights. It contributes to understanding how schools can reverse this trend of school dropouts and ensure that schools are accessible to all children.
Roma women face multiple deprivations: not only due to their cultural/ethnic traditions, but also due to their social situation and gender. This study analyses the role of educational policies in the educational paths of Roma women. A qualitative approach was adopted, focusing primarily on the analysis of seven life stories collected through free-form interviews. Through content analysis, two themes and five subthemes were identified: the formal education of Roma girls, subdivided into factors that drive their educational path, factors that hinder or impede their educational path, and relevant educational measures/policies; and inclusion in school, subdivided into identified problems and future prospects. The aim was to understand how educational policies contributed to their stories of success and resilience. The results point to a strong influence of family and intrinsic motivation in these paths that defied tradition, relegating any educational policies to the background. This study contributes to a better understanding of the experiences, anxieties, fears, and hardships that Roma women face in their constant struggle against various types of discrimination and denial of fundamental rights. It contributes to understanding how schools can reverse this trend of school dropouts and ensure that schools are accessible to all children.
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Palavras-chave
Etnia cigana Educação inclusiva Políticas educativas Motivação Roma ethnicity Inclusive education Educational policies Motivation