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Publication
"O outro lado da Guerra"
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 46.46 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
No ano de 2022, a Ucrânia viu-se numa situação catastrófica, perdendo os
cidadãos os seus direitos, as suas casas e, consequentemente, o seu país. Esta população
viu-se obrigada a abandonar o seu país de origem em busca de melhores condições e,
acima de tudo, de paz. Como refere Araújo (2022), “as guerras prejudicam o acesso à
educação” e neste caso não foi exceção. Portugal foi um dos países de acolhimento,
recebendo, assim, nas escolas portuguesas, milhares de crianças cuja língua materna nada
se assemelha ao português.
Apesar de estarem definidos objetivos e existirem diversos documentos
orientadores para o Ensino do Português Língua Não Materna, na prática, assistimos a uma grande falta de resposta. Os nossos docentes viram-se nesta situação de um dia para
o outro, não conseguindo corresponder às necessidades destes alunos. Perante esta
realidade, no decorrer do período da prática de ensino supervisionada, vimo-nos
confrontados com esta situação. A dois meses do final do ano letivo, esta turma de 1.º ano
de escolaridade do 1.º Ciclo do Ensino Básico acolheu uma aluna ucraniana.
Como investigadores e futuros docentes, quisemos debruçar-nos sobre esta
questão. Num momento inicial, procurámos saber todas as diretrizes e dinâmicas
apresentadas para lidar com estes alunos. Quisemos, acima de tudo, aliar à aprendizagem,
uma integração plena e um acolhimento positivo. Desta forma, este projeto surge, assim,
numa compilação de sessões individualizadas com a aluna, com a particularidade de que
cada sessão foi baseada numa partilha inicial de grande grupo (turma).
Este projeto apresenta materiais a que os docentes podem recorrer quando confrontados com estas situações, bem como dinâmicas a realizar em aulas de Português
Língua Não Materna. A par com estes, serão apresentados os resultados e as reflexões
feitas sobre cada material/dinâmica realizada.
O desfecho desta “viagem” foi com uma bagagem ainda mais cheia, com um
conjunto de dinâmicas adequadas e válidas, como também, uma aluna mais integrada e
acolhida por este que é o seu novo país.
In 2022, Ukraine found itself in a catastrophic situation, with its citizens losing their rights, their home and consequently, their country. This population was forced to leave their home country in search of better conditions and, above all, peace. As Araújo (2022) points out, “was hinder access to education” and in this case, it was no exception. Portugal was one of the countries receiving thousands of children in Portuguese schools whose mother tongues is nothing like Portuguese. Despite defined objectives and various guiding documents for teaching Portuguese as a Non-Native Language, in practice, we witnessed a significant lack of response. Our teachers found themselves in these situations from one day to the next, unable to meet the needs of these students. Faced with this reality, during the period of supervised teaching practice, we were confronted with this situation. Two months before the end of the school year, this 1st grade class of Primary Education received a Ukrainian student. As researchers and future teachers, we wanted to delve into this issue. Initially, we sought to understand all the guidelines and dynamics presented to deal with these students. Above all, we wanted to combine learning with full integration and positive reception. Thus, this project emerges as a compilation of individualized sessions with one student, with the particularity that each session was based on an initial sharing in a large group (class). This project presents materials that teachers can use when faced with these situations, as well as activities to be carried out in Portuguese as a Non-Native Language classes. Alongside these, the results and reflections on each material/dynamic performed will be presented. The outcome of this “journey” was with an even fuller baggage, with a set of suitable and valid dynamics, as well as a more integrated and welcomed student by this being her new country.
In 2022, Ukraine found itself in a catastrophic situation, with its citizens losing their rights, their home and consequently, their country. This population was forced to leave their home country in search of better conditions and, above all, peace. As Araújo (2022) points out, “was hinder access to education” and in this case, it was no exception. Portugal was one of the countries receiving thousands of children in Portuguese schools whose mother tongues is nothing like Portuguese. Despite defined objectives and various guiding documents for teaching Portuguese as a Non-Native Language, in practice, we witnessed a significant lack of response. Our teachers found themselves in these situations from one day to the next, unable to meet the needs of these students. Faced with this reality, during the period of supervised teaching practice, we were confronted with this situation. Two months before the end of the school year, this 1st grade class of Primary Education received a Ukrainian student. As researchers and future teachers, we wanted to delve into this issue. Initially, we sought to understand all the guidelines and dynamics presented to deal with these students. Above all, we wanted to combine learning with full integration and positive reception. Thus, this project emerges as a compilation of individualized sessions with one student, with the particularity that each session was based on an initial sharing in a large group (class). This project presents materials that teachers can use when faced with these situations, as well as activities to be carried out in Portuguese as a Non-Native Language classes. Alongside these, the results and reflections on each material/dynamic performed will be presented. The outcome of this “journey” was with an even fuller baggage, with a set of suitable and valid dynamics, as well as a more integrated and welcomed student by this being her new country.
Description
Keywords
Ensino do Português Língua Não Materna, Integração, Acolhimento, 1.º ano de escolaridade do ensino básico Teaching Portuguese as a Non-Native Language, Integration, Reception, 1st grade of Primary Education