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Multiculturalismo, o caso dos alunos de etnia cigana.
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| 1.45 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente estudo que ora se apresenta consiste num Relatório Final de Mestrado
de Qualificação para a Docência em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino
Básico e inscreve-se no tema Multiculturalismo, o caso dos alunos etnia cigana, tendo como
objetivos descrever e compreender a inclusão das crianças de etnia cigana numa escola
portuguesa, assim como as conceções pedagógicas que os professores do 1.º Ciclo do
ensino básico têm de fazer face à escolarização e assiduidade dessas crianças.
Numa primeira abordagem, desenvolvemos um quadro teórico e conceptual onde
abordamos o conceito de multiculturalidade e inclusão, temas muito atuais e cada vez mais
presentes na realidade escolar, focando-nos no caso da etnia cigana, recorrendo a revisão
bibliográfica existente no âmbito do tema em estudo. Neste sentido, procurou-se analisar a
prática dos professores numa escola com estas características específicas, bem como
explorar as ideias que têm sobre as suas próprias práticas pedagógicas, recorrendo-se assim
a um inquérito por questionário.
Após a recolha da informação dos inquéritos, procedeu-se a uma análise do
conteúdo, onde a maioria dos professores admitiu precisar de formação sobre as questões
multiculturais e inclusão social. Para ensinar eficazmente os alunos ciganos, os professores
têm de compreender o contexto cultural da comunidade cigana, quebrando barreiras e
promovendo mudanças inclusivas. No entanto, apesar dos esforços feitos pelos professores
a falta de assiduidade das crianças de etnia cigana naquela escola continua muito elevada,
fazendo com que muitos desses alunos fiquem retidos.
Em suma, os professores desempenham um papel fundamental na promoção da
inclusão, ao serem culturalmente conscientes, podendo contribuir para quebrar barreiras e
para criar uma experiência educativa mais equitativa e solidária para os alunos ciganos.
Paralelamente, reconhecemos que o ensino deve estar em constante evolução para
satisfazer as necessidades dos alunos e acreditamos que deve haver, mais formação na área
da multiculturalidade e inclusão.
The present study consists of a Final Report for a Master's Degree in Teaching Qualification in Pre-School Education and 1st Cycle Teaching of the 1st Cycle of Basic Education and is part of the theme Multiculturalism, the case of Roma students, with the objectives of describing and understanding the inclusion of Roma children in a Portuguese school, as well as the pedagogical conceptions that the teachers of 1st Cycle have to face the schooling and attendance of those children. In a first approach, we developed a theoretical and conceptual framework where we approach the concept of multiculturalism and inclusion, themes that are very current and increasingly present in the school reality, focusing us on the case of gypsy ethnicity, resorting to the existing bibliographical review in the scope of the theme in question. In this point, an attempt was made to analyze the practice of teachers in a school with these specific characteristics, as well as to explore the ideas they have about their own pedagogical practices, resorting to a questionnaire survey. After collecting the information from the surveys, a content analysis was carried out, where the majority of teachers admitted to needing training on multicultural issues and social inclusion. In order to teach Roma pupils effectively, teachers need to understand the cultural context of the Roma community, breaking down barriers and promoting inclusive change. However, despite the efforts made by the teachers, the lack of attendance of Roma children in that school remains very high, causing many of these pupils to be held back. In short, teachers play a key role in promoting inclusion by being culturally aware and can contribute to breaking down barriers and creating a more equitable and supportive educational experience for Roma pupils. At the same time, we recognise that teaching must constantly evolve to meet the needs of students and we believe that there should be more training in the area of multiculturalism and inclusion.
The present study consists of a Final Report for a Master's Degree in Teaching Qualification in Pre-School Education and 1st Cycle Teaching of the 1st Cycle of Basic Education and is part of the theme Multiculturalism, the case of Roma students, with the objectives of describing and understanding the inclusion of Roma children in a Portuguese school, as well as the pedagogical conceptions that the teachers of 1st Cycle have to face the schooling and attendance of those children. In a first approach, we developed a theoretical and conceptual framework where we approach the concept of multiculturalism and inclusion, themes that are very current and increasingly present in the school reality, focusing us on the case of gypsy ethnicity, resorting to the existing bibliographical review in the scope of the theme in question. In this point, an attempt was made to analyze the practice of teachers in a school with these specific characteristics, as well as to explore the ideas they have about their own pedagogical practices, resorting to a questionnaire survey. After collecting the information from the surveys, a content analysis was carried out, where the majority of teachers admitted to needing training on multicultural issues and social inclusion. In order to teach Roma pupils effectively, teachers need to understand the cultural context of the Roma community, breaking down barriers and promoting inclusive change. However, despite the efforts made by the teachers, the lack of attendance of Roma children in that school remains very high, causing many of these pupils to be held back. In short, teachers play a key role in promoting inclusion by being culturally aware and can contribute to breaking down barriers and creating a more equitable and supportive educational experience for Roma pupils. At the same time, we recognise that teaching must constantly evolve to meet the needs of students and we believe that there should be more training in the area of multiculturalism and inclusion.
Description
Keywords
Etnia cigana, diversidade, inclusão, 1º Ciclo do Ensino Básico, escolas TEIP. Roma students, diversity, inclusion, Primary School, TEIP schools