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Escola: território de criatividade, convivialidade e (re)definição da identidade. um estudo de caso.
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Escola: território de criatividade, convivialidade e (re)definição da
identidade é um estudo de caso que aborda os contributos do cruzamento
da educação com as práticas artísticas, no âmbito do Plano Nacional das
Artes (PNA), em turmas de Educação e Formação de Adultos (EFA) e de
Português Língua de Acolhimento (PLA) para imigrantes.
A investigação foi desenvolvida num Agrupamento de Escolas que
integra o programa Território Educativo de Intervenção Prioritária (TEIP),
localizado na Área Metropolitana de Lisboa (AML), tendo participado
estudantes adultos dos cursos EFA e PLA, o Diretor do Agrupamento e a
responsável pelo Gabinete dos Projetos Socioeducativos do Município. O
estudo realizado interrelaciona, ao nível macro, as políticas educativas e
culturais e os programas de educação de adultos, ao nível meso, as
políticas locais de educação e os projetos organizacionais da escola e do
Município e, ao nível micro, as perceções dos participantes do estudo, dos
artistas mediadores e da investigadora. O recurso a diferentes técnicas de
recolha dos dados permitiu mapear um conjunto de contributos para o
desenvolvimento da(s) criatividade(s), da convivialidade, da inclusão, da
participação e da cidadania democrática na escola. As conclusões
evidenciam o trabalho colaborativo com os parceiros locais, o alargamento
da oferta educativa como via para a educação ao longo da vida, a
introdução de práticas pedagógicas potenciadoras da aprendizagem e a
oferta de projetos culturais e artísticos que incentivam a participação
democrática numa comunidade cada vez mais multicultural.
School: territory of creativity, conviviality and (re)definition of identity is a case study that addresses the contributions of the intersection of education with artistic practices, within the scope of the National Arts Plan (NAP), in classes of Adult Education and Training (AEY) and in Portuguese as a Host Language (PHL) courses for immigrants. The research was carried out in a school cluster that is part of the Programme Educational Territory of Priority Intervention (ETPI), located in the Lisbon Metropolitan Area (LMA), with the participation of adult students in the Adult Education and Training courses and in the Portuguese Host Language classes, the School Director and the person responsible for the Office of SocioEducational Projects of the Municipality. The study interrelates educational and cultural policies and adult education programmes at the macro level, local education policies and school and municipal organisational projects at the meso level and at the micro level, the perceptions of the study participants, the mediating artists and the researcher. The use of different data collection techniques, such as observation, documentary research and interviews with the participants, made it possible to map out a set of contributions to the development of creativity(ies), conviviality, inclusion, participation and democratic citizenship at school. The conclusions show a set of strategies such as collaborative work with local partners, broadening the educational offer as a route to lifelong learning, introducing pedagogical practices that enhance learning and offering cultural and artistic projects that encourage democratic participation in an increasingly multicultural community.
School: territory of creativity, conviviality and (re)definition of identity is a case study that addresses the contributions of the intersection of education with artistic practices, within the scope of the National Arts Plan (NAP), in classes of Adult Education and Training (AEY) and in Portuguese as a Host Language (PHL) courses for immigrants. The research was carried out in a school cluster that is part of the Programme Educational Territory of Priority Intervention (ETPI), located in the Lisbon Metropolitan Area (LMA), with the participation of adult students in the Adult Education and Training courses and in the Portuguese Host Language classes, the School Director and the person responsible for the Office of SocioEducational Projects of the Municipality. The study interrelates educational and cultural policies and adult education programmes at the macro level, local education policies and school and municipal organisational projects at the meso level and at the micro level, the perceptions of the study participants, the mediating artists and the researcher. The use of different data collection techniques, such as observation, documentary research and interviews with the participants, made it possible to map out a set of contributions to the development of creativity(ies), conviviality, inclusion, participation and democratic citizenship at school. The conclusions show a set of strategies such as collaborative work with local partners, broadening the educational offer as a route to lifelong learning, introducing pedagogical practices that enhance learning and offering cultural and artistic projects that encourage democratic participation in an increasingly multicultural community.
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Educação e Formação de Adultos Português Língua de Acolhimento para Imigrantes Inclusão Cidadania Democrática Plano Nacional das Artes Adult Education and Training Portuguese as a Host Language for Immigrants Inclusion Democratic Citizenship National Arts Plan