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Combinando a educação antirracista e a intercultural: uma experiência de promoção pedagógica da diversidade
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O presente relatório de investigação sobre a prática, intitulado “Combinando a Educação Antirracista e a Intercultural: uma experiência de promoção pedagógica da diversidade”, parte do princípio de que a escola é um espaço privilegiado de formação ética, crítica e cidadã, onde se aprendem valores de igualdade, respeito e justiça social. A intervenção desenvolvida procurou promover, através de práticas pedagógicas significativas, a compreensão do racismo enquanto fenómeno social e estrutural, incentivando atitudes de empatia, equidade e valorização da diversidade étnico-racial. O enquadramento teórico e o mapeamento das políticas educativas portuguesas e internacionais permitiram articular contributos da Educação Multicultural, Intercultural e Antirracista, fundamentais para orientar a intervenção. Os objetivos do estudo centraram-se na identificação de estratégias eficazes para desenvolver competências Interculturais e Antirracistas nas crianças do 1.º Ciclo e na reflexão sobre as práticas docentes que podem favorecer a inclusão da diversidade étnico-racial. A intervenção decorreu numa turma de 3.º ano de uma escola TEIP, através de atividades lúdico-pedagógicas focadas na igualdade, na representatividade e na valorização da história afrodescendente. A metodologia adotada foi qualitativa, enquadrada na investigação sobre a prática. Os resultados evidenciaram aprendizagens significativas e desafios inerentes ao trabalho sobre o racismo em contexto escolar.
This practice-based research report, entitled “Combining Anti-Racist and Intercultural Education: A Pedagogical Experience of Diversity Promotion” is grounded in the premise that school constitutes a privileged space for ethical, critical, and civic education, where values of equality, respect, and social justice should be cultivated. The implemented intervention sought to promote an understanding of racism as a social and structural phenomenon through meaningful pedagogical practices, while encouraging attitudes of empathy, equity, and appreciation of ethno-racial diversity. The theoretical framework, supported by an analysis of theorectical frameworks, but also Portuguese and international educational policies, enabled the integration of key contributions from Multicultural, Intercultural, and Anti-Racist Education, which were essential for guiding the intervention. The study aimed to identify effective strategies for developing intercultural and anti-racist competencies in primary school children and to reflect on pedagogical practices capable of fostering the inclusion of ethnic-racial diversity. The intervention was carried out in a 3rd-grade class within a TEIP school context, using playful-pedagogical activities centered on equality, representation, and the valorization of Afro-descendant history. The adopted methodology was qualitative, situated within a research-on-practice paradigm. The results revealed both meaningful learning outcomes and the challenges inherent in addressing racism within the school environment.
This practice-based research report, entitled “Combining Anti-Racist and Intercultural Education: A Pedagogical Experience of Diversity Promotion” is grounded in the premise that school constitutes a privileged space for ethical, critical, and civic education, where values of equality, respect, and social justice should be cultivated. The implemented intervention sought to promote an understanding of racism as a social and structural phenomenon through meaningful pedagogical practices, while encouraging attitudes of empathy, equity, and appreciation of ethno-racial diversity. The theoretical framework, supported by an analysis of theorectical frameworks, but also Portuguese and international educational policies, enabled the integration of key contributions from Multicultural, Intercultural, and Anti-Racist Education, which were essential for guiding the intervention. The study aimed to identify effective strategies for developing intercultural and anti-racist competencies in primary school children and to reflect on pedagogical practices capable of fostering the inclusion of ethnic-racial diversity. The intervention was carried out in a 3rd-grade class within a TEIP school context, using playful-pedagogical activities centered on equality, representation, and the valorization of Afro-descendant history. The adopted methodology was qualitative, situated within a research-on-practice paradigm. The results revealed both meaningful learning outcomes and the challenges inherent in addressing racism within the school environment.
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Educação Antirracista Educação Intercultural Diversidade étnico-racial 1.º Ciclo Práticas pedagógicas Anti-racist Education Intercultural Education Ethnic-racial diversity Primary education Pedagogical practices