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Conto para Contar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Conto para Contar | 1.56 MB | Adobe PDF |
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Abstract(s)
O povo cigano é um grupo étnico com uma identidade própria, constituído por pessoas que
compartilham fortes laços sociais e culturais, e preservam costumes e crenças bem delineados que
dificultam a sua inclusão na sociedade maioritária. O desconhecimento e/ou incompreensão dos
códigos linguísticos e da leitura do real por parte da população cigana estão na origem de lacunas
graves na comunicação entre uma cultura maioritária (país de residência) e uma cultura minoritária
(cultura cigana). Esta incompreensão entre as partes gera, frequentemente, conflitos e transmite
estereótipos negativos, levando ao isolamento destas populações, condicionando as suas relações de
sociabilidade e o processo de integração na sociedade maioritária (Casa-Nova, 2008). Este
desencontro de culturas repercute-se na recetividade à educação, traduzindo-se em fenómenos de
analfabetismo, absentismo e abandono definitivo da escolaridade.
Este trabalho de projeto faz uma análise geral da literatura sobre a comunidade cigana e a inclusão
das crianças e jovens desta comunidade na escola portuguesas. Após fazer uma introdução sobre a
discriminação social e sobre a situação desta minoria étnica em território nacional, apresentamos
uma contextualização sobre o desempenho escolar das crianças desta comunidade em Portugal. É
feita uma descrição acerca da cultura familiar enraizada na comunidade cigana, a sua relação com a
sociedade maioritária e com a escola, e a sua influência no processo educativo. A análise critica do
estado de arte permitiu a obtenção de uma maior compreensão do papel da escola enquanto
instituição e do papel do corpo docente e de outros intervenientes no processo educativo,
evidenciando fenómenos como a segregação desta minoria étnica. Adicionalmente, foi feita uma
análise sobre as abordagens de inclusão em contexto escolar, que pretendem responder ao
insucesso e abandono escolar da cultura cigana. Por último, desenvolveu-se um projeto a nível social
com grande potencial para ser aplicado num estabelecimento de ensino, pertencente a Vila Nova de
Famalicão, com o objetivo de elaborar um plano de ações, que promovam a inclusão das crianças
ciganas no sistema educativo, através de uma atuação mediada por dois eixos orientadores,
intervenção social (Eixo 1) e intervenção pela arte (Eixo 2).
The Roma people are an ethnic group with their own identity, made up of people who share strong social and cultural ties, and preserve well-defined customs and beliefs that make it difficult for them to be included in the majority society. The lack of knowledge and/or incomprehension of linguistic codes and the interpretation of reality by the Roma population are the cause of serious gaps in communication between a majority culture (country of residence) and a minority culture (Gypsy culture). This misunderstanding between the parties often generates conflicts and transmits negative stereotypes, leading to the isolation of these populations, conditioning their sociability relationships and the process of integration into the majority society (Casa-Nova, 2008). This socio-cultural situation has repercussions on receptivity to education, translating into phenomena of illiteracy, absenteeism and permanent school abandonment. This dissertation makes a general analysis of the literature on the gypsy community and the inclusion of children and young people from this community in Portuguese schools. After making an introduction on social discrimination and on the situation of this ethnic minority in the national territory, I present a theoretical context on the school performance of children from this community in Portugal. A description is made of the family culture rooted in the gypsy community, its relationship with the majority society and with the school, and its influence on the educational process. The critical analysis of the state of the art allowed obtaining a greater understanding of the role of the school as an institution and the role of the teaching staff and other actors in the educational process, highlighting phenomena such as the segregation of this ethnic minority. An analysis was made of approaches to inclusion in the school context, which intend to respond to failure and school dropout in Gypsy culture. Finally, we present a project at a social level, with great potential to be applied in an educational establishment, in the territory of Vila Nova de Famalicão, with the main aim of drawing up an action plan to promote the inclusion of Roma children in the educational system, through actions mediated by two guiding axes, social intervention (Axis 1) and intervention through art (Axis 2).
The Roma people are an ethnic group with their own identity, made up of people who share strong social and cultural ties, and preserve well-defined customs and beliefs that make it difficult for them to be included in the majority society. The lack of knowledge and/or incomprehension of linguistic codes and the interpretation of reality by the Roma population are the cause of serious gaps in communication between a majority culture (country of residence) and a minority culture (Gypsy culture). This misunderstanding between the parties often generates conflicts and transmits negative stereotypes, leading to the isolation of these populations, conditioning their sociability relationships and the process of integration into the majority society (Casa-Nova, 2008). This socio-cultural situation has repercussions on receptivity to education, translating into phenomena of illiteracy, absenteeism and permanent school abandonment. This dissertation makes a general analysis of the literature on the gypsy community and the inclusion of children and young people from this community in Portuguese schools. After making an introduction on social discrimination and on the situation of this ethnic minority in the national territory, I present a theoretical context on the school performance of children from this community in Portugal. A description is made of the family culture rooted in the gypsy community, its relationship with the majority society and with the school, and its influence on the educational process. The critical analysis of the state of the art allowed obtaining a greater understanding of the role of the school as an institution and the role of the teaching staff and other actors in the educational process, highlighting phenomena such as the segregation of this ethnic minority. An analysis was made of approaches to inclusion in the school context, which intend to respond to failure and school dropout in Gypsy culture. Finally, we present a project at a social level, with great potential to be applied in an educational establishment, in the territory of Vila Nova de Famalicão, with the main aim of drawing up an action plan to promote the inclusion of Roma children in the educational system, through actions mediated by two guiding axes, social intervention (Axis 1) and intervention through art (Axis 2).
Description
Keywords
Etnia cigana Escolaridade Inclusão Segregação