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A gestão do acolhimento e da inclusão de alunos migrantes de PLNM numa escola no distrito de Santarém
| Name: | Description: | Size: | Format: | |
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| 1.8 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Equacionar o novo contexto escolar, que se altera e redefine progressivamente devido
à intensificação dos fluxos migratórios, é crucial para promover uma escola que valorize
a inclusão, equidade e acolhimento da diversidade. Este trabalho de projeto baseia-se
num estudo de caso que examina a inclusão de alunos migrantes de Português Língua
Não Materna (PLNM) numa escola portuguesa, com o objetivo de identificar a perceção
e eficácia das práticas de acolhimento e inclusão implementadas. Durante a etapa
diagnóstica/exploratória, realizámos entrevistas semiestruturadas com docentes de
PLNM, professores de outras disciplinas, alunos migrantes e alunos portugueses.
Explorámos, nestas entrevistas, a dinâmica das aulas, o acolhimento dos alunos
migrantes de PLNM e o contributo de cada interveniente no processo de inclusão. Os
resultados desta fase revelaram fragilidades na articulação de estratégias e
implementação do acolhimento e inclusão, sugerindo a necessidade de desenvolver um
plano escolar abrangente e de sensibilizar toda a comunidade educativa para estas
questões. Como proposta de intervenção, recomendamos a criação de uma rede de
"buddies", a adoção de medidas práticas para o envolvimento da comunidade escolar e
o estabelecimento de um grupo de trabalho responsável por coordenar, promover e
monitorizar as mudanças necessárias para acomodar o crescente número de alunos
migrantes de PLNM. Este projeto contribui para o debate sobre a importância de
respostas educacionais adaptadas e inclusivas face à diversidade cultural e linguística
nas escolas.
Addressing the new school context, which is progressively changing and redefining itself due to the intensification of migratory flows, is crucial to promote a school that values inclusion, equity and welcomes diversity. This project work is based on a case study which analyses the inclusion of migrant Portuguese non-native language students in a Portuguese school, with the aim of identifying the perception and effectiveness of the hosting and inclusion practices implemented. During the diagnostic/exploratory stage, we conducted semi-structured interviews with teachers who teach the Portuguese nonnative language subject, teachers of other subjects, migrant students and Portuguese students. In these interviews, we explored the dynamics of the classes, the hosting of migrant Portuguese non-native language students and the contribution of each element in the inclusion process. The results of this stage revealed weaknesses in the interaction of strategies and implementation of the hosting and inclusion processes, suggesting the need to develop a wider school plan and to raise the awareness of the entire educational community towards these issues. As a proposal for an intervention, we recommend the creation of a network of ‘buddies’, the adoption of practical measures to involve the school community and the creation of a working group responsible for coordinating, promoting and monitoring the needed changes to accommodate the growing number of migrant Portuguese non-native language students. This project contributes to the debate upon the importance of adapted and inclusive educational responses to cultural and linguistic diversity in schools.
Addressing the new school context, which is progressively changing and redefining itself due to the intensification of migratory flows, is crucial to promote a school that values inclusion, equity and welcomes diversity. This project work is based on a case study which analyses the inclusion of migrant Portuguese non-native language students in a Portuguese school, with the aim of identifying the perception and effectiveness of the hosting and inclusion practices implemented. During the diagnostic/exploratory stage, we conducted semi-structured interviews with teachers who teach the Portuguese nonnative language subject, teachers of other subjects, migrant students and Portuguese students. In these interviews, we explored the dynamics of the classes, the hosting of migrant Portuguese non-native language students and the contribution of each element in the inclusion process. The results of this stage revealed weaknesses in the interaction of strategies and implementation of the hosting and inclusion processes, suggesting the need to develop a wider school plan and to raise the awareness of the entire educational community towards these issues. As a proposal for an intervention, we recommend the creation of a network of ‘buddies’, the adoption of practical measures to involve the school community and the creation of a working group responsible for coordinating, promoting and monitoring the needed changes to accommodate the growing number of migrant Portuguese non-native language students. This project contributes to the debate upon the importance of adapted and inclusive educational responses to cultural and linguistic diversity in schools.
Description
Mestrado em Ciências da Educação/Administração Educacional
Keywords
inclusão escolar alunos migrantes diversidade Português Língua Não Materna (PLNM) acolhimento escolar school inclusion migrant students diversity Portuguese as a Non-Mother Tongue school hosting
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CC License
Without CC licence