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Notas etnográficas sobre práticas de cidadania ativa numa escola multicultural
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| 5.2 MB | Adobe PDF |
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Abstract(s)
Nas últimas décadas registou-se um aumento dos movimentos migratórios, causador de mudanças
significativas na composição populacional da sociedade portuguesa e num acentuar da sua diversidade.
Essas transformações são particularmente evidentes em contexto escolar, onde a presença de diversos
grupos com origens geográficas, culturais e linguísticas distintas salienta a sua heterogeneidade e incita
a escola a assumir um papel crucial na inclusão destes alunos. Devido ao seu pouco domínio da língua
portuguesa, frequentam a disciplina de Português Língua Não Materna (PLNM) e participam nas outras
disciplinas em sala de aula com a restante turma.
A partir da experiência de lecionação no Agrupamento de Escolas de Lisboa, incluída num projeto de
investigação mais alargado sobre as perceções dos alunos PLNM em relação ao sistema educativo
português, pretende-se refletir sobre a importância do envolvimento destes estudantes em processos
pedagógicos participativos e criativos, capazes de contribuir para uma escola efetivamente multicultural.
Adotou-se uma abordagem etnográfica, de cariz participativa e multimodal, cujos dados evidenciam que
uma intervenção socioeducativa não só deve ser multidisciplinar, como deve considerar a participação
ativa dos indivíduos. Deve, ainda, potenciar e valorizar o envolvimento das crianças no seu processo
educativo e na sua formação enquanto cidadãos
In recent decades there has been an increase in migratory movements, causing significant changes in the population composition of Portuguese society and a expansion in its diversity. These transformations are particularly evident in the school context, where the presence of diverse groups with distinct geographic, cultural and linguistic origins highlights their heterogeneity and encourages the school to assume a crucial role in the inclusion of these students. Due to their poor command of the Portuguese language, they attend Portuguese Non-Maternal Language (PNML) classes and participate in other subjects in the classroom with the rest of the class. Based on the teaching experience at a Lisbon School Group, included in a broader research project on the perceptions of PNML students on the Portuguese educational system, the aim of this article is to reflect on the importance of involving these students in participatory pedagogical and creative processes, capable of contributing to an effectively multicultural school. An ethnographic, participatory and multimodal approach was adopted, whose data show that a socio-educational intervention must not only be multidisciplinary, but also consider the active participation of individuals. It must also enhance and value the involvement of children in their educational process and in their formation as citizens.
In recent decades there has been an increase in migratory movements, causing significant changes in the population composition of Portuguese society and a expansion in its diversity. These transformations are particularly evident in the school context, where the presence of diverse groups with distinct geographic, cultural and linguistic origins highlights their heterogeneity and encourages the school to assume a crucial role in the inclusion of these students. Due to their poor command of the Portuguese language, they attend Portuguese Non-Maternal Language (PNML) classes and participate in other subjects in the classroom with the rest of the class. Based on the teaching experience at a Lisbon School Group, included in a broader research project on the perceptions of PNML students on the Portuguese educational system, the aim of this article is to reflect on the importance of involving these students in participatory pedagogical and creative processes, capable of contributing to an effectively multicultural school. An ethnographic, participatory and multimodal approach was adopted, whose data show that a socio-educational intervention must not only be multidisciplinary, but also consider the active participation of individuals. It must also enhance and value the involvement of children in their educational process and in their formation as citizens.
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Keywords
Ethnography Participatory methods Children Participação Métodos criativos Etnografia Cidadania Educação