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Publication
A gestão da diversidade cultural na escola: perceções e práticas de educadores e professores
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| 4.62 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Este Relatório de Estágio, realizado para a conclusão do Mestrado em Educação Pré Escolar e Ensino do 1.º Ciclo do Ensino Básico (CEB) da Escola Superior de Educação
de Santarém contempla, numa primeira parte, a análise e reflexão das aprendizagens
realizadas ao longos das práticas de ensino supervisionadas em Creche, Jardim de
Infância (JI) e 1.º CEB e, numa segunda parte, uma investigação sobre as perceções e
práticas de educadores e professores relativamente à gestão da diversidade cultural nas
escolas. A investigação, de natureza qualitativa (com recurso à técnica da entrevista),
envolveu a participação de 8 docentes: 4 educadores de infância e 4 professores de 1.º
CEB e levou a uma análise que evidencia as perceções dos docentes relativamente a
temas como diversidade cultural, racismo e desigualdades sociais na escola, bem como
as dificuldades e necessidades associadas a estas temáticas e às práticas interculturais
adotadas em sala. Os dados obtidos nas entrevistas apresentam a comunicação e o
racismo como principais dificuldades associadas a esta temática e a importância do
exemplo dado pelo educado/professor no que diz respeito ao combate contra estas
dificuldades.
This internship report, carried out for completion of the Master's Degree in Pre-school Education and Teaching of the 1st Cycle of Basic Education (CEB) of the School of Education of Santarém includes, in a first part, the analysis and reflection of the learning experiences carried out during the supervised teaching practices in kindergarten, nursery school and primary school and, in a second part, an investigation about the perceptions and practices of teachers concerning the management of cultural diversity in schools. The qualitative research (interviews) involved the participation of 8 educational professionals: 4 kindergarten educators and 4 primary school teachers and led to an analysis which highlights the teachers' perceptions of issues such as cultural diversity, racism and social inequalities at school, as well as the difficulties and needs associated with these issues and the intercultural practices adopted in the classroom. The data obtained from the interviews shows that communication and racism are the main difficulties associated with this issue and the importance of the example set by the educator/teacher in combating these difficulties.
This internship report, carried out for completion of the Master's Degree in Pre-school Education and Teaching of the 1st Cycle of Basic Education (CEB) of the School of Education of Santarém includes, in a first part, the analysis and reflection of the learning experiences carried out during the supervised teaching practices in kindergarten, nursery school and primary school and, in a second part, an investigation about the perceptions and practices of teachers concerning the management of cultural diversity in schools. The qualitative research (interviews) involved the participation of 8 educational professionals: 4 kindergarten educators and 4 primary school teachers and led to an analysis which highlights the teachers' perceptions of issues such as cultural diversity, racism and social inequalities at school, as well as the difficulties and needs associated with these issues and the intercultural practices adopted in the classroom. The data obtained from the interviews shows that communication and racism are the main difficulties associated with this issue and the importance of the example set by the educator/teacher in combating these difficulties.
Description
Mestrado em Educação Pré-Escolar e em Ensino do 1ºCiclo do Ensino Básico
Keywords
diversidade cultural educação intercultural ensino pré-escolar 1.º CEB cultural diversity intercultural education pre-school education 1st CEB