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A Multiculturalidade na ação educativa dos professores do 1.ºCEB
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O presente Relatório Final de Estágio (RFE) foi elaborado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação de Viseu. Este relatório está estruturado em duas partes principais: a primeira consiste numa reflexão crítica sobre a Prática de Ensino Supervisionada, desenvolvida em contextos de 1.º Ciclo do Ensino Básico (1.º CEB) e Educação Pré-Escolar (EPE); na segunda parte é apresentado um trabalho de investigação sobre o tema a multiculturalidade na ação dos professores do 1.º CEB. Durante a Prática de Ensino Supervisionada, deparei-me, com frequência, com a presença de diferenças culturais entre as crianças, oriundas de variados contextos culturais, nas escolas. Esse contato proporcionou-me experiências diversas, tanto positivas quanto desafiadoras, e despertou em mim o interesse em investigar como é que a diversidade cultural tem sido perspetivada pelos professores nas escolas do ensino básico em Portugal. A multiculturalidade é, sem dúvida, um tema de crescente relevância no cenário educativo atual, dado o aumento expressivo de crianças provenientes de diferentes contextos culturais no ambiente escolar. A diversidade cultural em sala de aula exige que as escolas e professores se adaptem para promover uma educação verdadeiramente inclusiva. Isso levoume a refletir e investigar como ocorre essa integração nas escolas e nas salas de aula. Com o intuito de aprofundar a minha compreensão sobre como a multiculturalidade se manifesta na prática docente, realizei um estudo de natureza qualitativa, sustentado em entrevistas semiestruturadas a sete professores do 1.º Ciclo do Ensino Básico (CEB), de modo a tentar perceber como é perspetivada a diversidade cultural na ação dos professores. Em termos gerais os professores revelaram estar recetivos à inclusão dos alunos oriundos de diferentes culturas e afirmaram desenvolver diversas estratégias pedagógicas. No entanto, evidenciaram algumas dificuldades, como a falta de formação específica e a barreira linguística que afeta a comunicação com os alunos e/ou com os encarregados de educação, impedindo, por vezes, uma ação pedagógica mais profícua em prol da inclusão.
This Final Internship Report (FIR) was prepared within the scope of the Master’s Degree in Preschool Education and Primary Education, at the School of Education of Viseu. The report is structured in two main parts: the first consists of a critical reflection on the Supervised Teaching Practice, carried out in both Primary Education (1st Cycle) and Preschool Education contexts; the second presents a research study on the theme of multiculturalism in the practice of primary school teachers. During the Supervised Teaching Practice, I frequently encountered cultural differences among children from various cultural backgrounds within the school environment. This contact provided me with a range of experiences—both positive and challenging—and sparked my interest in exploring how cultural diversity is perceived and addressed by teachers in Portuguese primary schools. Multiculturalism is undoubtedly an increasingly relevant topic in today's educational landscape, given the significant rise in the number of children from diverse cultural contexts within schools. Cultural diversity in the classroom requires schools and teachers to adapt in order to promote truly inclusive education. This led me to reflect and investigate how this integration occurs in schools and classrooms. In order to deepen my understanding of how multiculturalism is reflected in teaching practices, I conducted a qualitative study based on semi-structured interviews with seven primary school teachers, aiming to understand how cultural diversity is perceived in their professional practice. In general, teachers revealed their receptiveness to the inclusion of students from different cultures and stated that they developed various pedagogical strategies. However, they highlighted some difficulties, such as a lack of specific training and the language barrier that affects communication with students and/or guardians, sometimes preventing more effective pedagogical action toward inclusion.
This Final Internship Report (FIR) was prepared within the scope of the Master’s Degree in Preschool Education and Primary Education, at the School of Education of Viseu. The report is structured in two main parts: the first consists of a critical reflection on the Supervised Teaching Practice, carried out in both Primary Education (1st Cycle) and Preschool Education contexts; the second presents a research study on the theme of multiculturalism in the practice of primary school teachers. During the Supervised Teaching Practice, I frequently encountered cultural differences among children from various cultural backgrounds within the school environment. This contact provided me with a range of experiences—both positive and challenging—and sparked my interest in exploring how cultural diversity is perceived and addressed by teachers in Portuguese primary schools. Multiculturalism is undoubtedly an increasingly relevant topic in today's educational landscape, given the significant rise in the number of children from diverse cultural contexts within schools. Cultural diversity in the classroom requires schools and teachers to adapt in order to promote truly inclusive education. This led me to reflect and investigate how this integration occurs in schools and classrooms. In order to deepen my understanding of how multiculturalism is reflected in teaching practices, I conducted a qualitative study based on semi-structured interviews with seven primary school teachers, aiming to understand how cultural diversity is perceived in their professional practice. In general, teachers revealed their receptiveness to the inclusion of students from different cultures and stated that they developed various pedagogical strategies. However, they highlighted some difficulties, such as a lack of specific training and the language barrier that affects communication with students and/or guardians, sometimes preventing more effective pedagogical action toward inclusion.
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Diversidade cultural Professores do 1.º Ciclo do Ensino Básico (CEB) Inclusão dos alunos Cultural diversity Primary school teachers Student inclusion
Pedagogical Context
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Without CC licence