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Inclusão de crianças migrantes numa escola básica
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O aumento dos fluxos migratórios leva a uma maior diversidade linguística e cultural nas escolas portuguesas, exigindo práticas inclusivas que assegurem igualdade de oportunidades no acesso à educação.
São colocados novos desafios à escola e aos docentes, que necessitam de reformular estratégias e metodologias para garantir a plena integração de todos os alunos.
A investigação pretendeu compreender os fatores que contribuem para a inclusão das crianças migrantes em contexto escolar, analisando três dimensões: as perceções da Direção e Coordenação (Departamento do 1.º Ciclo do Ensino Básico e de um estabelecimento de ensino) sobre os fatores que dificultam ou potenciam a inclusão; o papel da Direção na sua promoção e a relevância das estruturas intermédias na implementação de medidas inclusivas.
Recorrendo a entrevistas semiestruturadas e inquéritos por questionário, a investigação revelou avanços nas políticas e práticas de inclusão, mas também limitações. Concluiu-se que a inclusão das crianças migrantes requer práticas pedagógicas diferenciadas e políticas coerentes, sendo um pilar essencial para comunidades educativas mais equitativas e interculturais.
Como projeto de melhoria a implementar sugerimos promover a inclusão de alunos migrantes no 1.º Ciclo do Ensino Básico através de apoio psicopedagógico, linguístico e cultural. Pressupõe ações de integração e de acolhimento que incluem aulas de PLNM, atividades interculturais, apoio emocional, assim como formação contínua para a comunidade educativa. A existência de um guia de acolhimento para alunos migrantes e respetivos encarregados de educação com as orientações a seguir em todo o processo de integração também foi considerado crucial.
The increase in migratory flows leads to greater linguistic and cultural diversity in Portuguese schools, requiring inclusive practices that ensure equal opportunities in access to education. This situation poses new challenges for schools and teachers, who need to reformulate strategies and methodologies to guarantee the full integration of all students. The research aims to understand the factors that contribute to the inclusion of migrant children in educational contexts, analyzing three dimensions: the perceptions of School Leadership and Coordination (the Department of the 1st Cycle of Basic Education and a specific school) regarding factors that hinder or promote inclusion; the role of School Leadership in fostering inclusion; and the relevance of intermediate structures in implementing inclusive measures. Using semi-structured interviews and questionnaires, the study revealed advances in inclusion policies and practices, but also some limitations. The findings suggest that the inclusion of migrant children requires differentiated pedagogical practices and coherent educational policies, constituting an essential pillar for building more equitable and intercultural learning communities. As an improvement project to be implemented, the study proposes promoting the inclusion of migrant students in the 1st Cycle of Basic Education through psychopedagogical, linguistic, and cultural support. The proposed actions include integration and welcoming activities, Portuguese as a Non-Native Language (PLNM) classes, intercultural initiatives, and emotional support, alongside continuous professional development for the educational community and collaboration with families and local partners, fostering school cohesion and empathy. The creation of a Welcome Guide for migrant students and parents, providing clear guidelines throughout the integration process, was also considered essential.
The increase in migratory flows leads to greater linguistic and cultural diversity in Portuguese schools, requiring inclusive practices that ensure equal opportunities in access to education. This situation poses new challenges for schools and teachers, who need to reformulate strategies and methodologies to guarantee the full integration of all students. The research aims to understand the factors that contribute to the inclusion of migrant children in educational contexts, analyzing three dimensions: the perceptions of School Leadership and Coordination (the Department of the 1st Cycle of Basic Education and a specific school) regarding factors that hinder or promote inclusion; the role of School Leadership in fostering inclusion; and the relevance of intermediate structures in implementing inclusive measures. Using semi-structured interviews and questionnaires, the study revealed advances in inclusion policies and practices, but also some limitations. The findings suggest that the inclusion of migrant children requires differentiated pedagogical practices and coherent educational policies, constituting an essential pillar for building more equitable and intercultural learning communities. As an improvement project to be implemented, the study proposes promoting the inclusion of migrant students in the 1st Cycle of Basic Education through psychopedagogical, linguistic, and cultural support. The proposed actions include integration and welcoming activities, Portuguese as a Non-Native Language (PLNM) classes, intercultural initiatives, and emotional support, alongside continuous professional development for the educational community and collaboration with families and local partners, fostering school cohesion and empathy. The creation of a Welcome Guide for migrant students and parents, providing clear guidelines throughout the integration process, was also considered essential.
Descrição
Mestrado em Ciências da Educação/Administração Educacional
Palavras-chave
inclusão escolar alunos migrantes diversidade cultural e linguística. school inclusion migrant students cultural and linguistic diversity