| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 4.06 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório final de estágio inclui uma parte inicial de reflexão crítica
acerca das práticas profissionais em contexto e, de seguida, um trabalho de
investigação sobre temas que elucidam os dados recolhidos relativamente à
integração de alunos de diferentes culturas em escolas portuguesas.
Todos os materiais utilizados foram desenvolvidos pelos elementos
intervenientes na elaboração deste mesmo documento, tendo por base autores de
referência nos domínios abordados e ainda a legislação em vigor.
Em termos empíricos realizámos uma investigação de tipo qualitativo, com
recurso à entrevista, ao teste sociométrico e à pesquisa de dados junto dos
professores titulares de turma. Os instrumentos foram aplicados em turmas do 1.º ciclo
do ensino básico, em cinco escolas de um agrupamento da região centro de Portugal.
Os dados recolhidos através dos testes sociométricos permitem-nos perceber
que a maioria dos alunos estrangeiros não está totalmente integrada nas turmas do 1.º
ciclo. Contudo, perante a análise das entrevistas pode perceber-se que nem sempre
esta é a perceção das crianças, sendo que as mesmas, através das suas respostas,
revelaram sentir-se integradas. Perante as informações recolhidas, podemos entender
que a maioria dos professores considera que os alunos estão bem integrados e que os
pais/encarregados de educação os conseguem acompanhar da melhor forma. Porém,
constatámos alguma escassez de informação por parte dos professores titulares de
turma acerca destes alunos, indiciando falta de comunicação entre a escola e a
família, situação que não favorece a integração mais efetiva destes alunos
This traineeship final report includes an initial part of critical reflection on professional practices in context and, then, a research work about issues that elucidate the collected data, related to the integration of pupils from different cultures in Portuguese schools. All the materials used were developed by the individuals who intervened in the elaboration of this document. They were also based on the work of experts in the fields implied on the current legislation. In empirical terms, a qualitative research was conducted through interviews, sociometric tests and data search involving the teachers of each class. The instruments were applied to primary school classes, in five schools belonging to a school grouping of the central region of Portugal. The data collected through the sociometric tests allow us to realise that the majority of the foreign pupils is not fully integrated in the primary school classes. However, the analysis of the interviews allows us to realise that this is not always the case, since the pupils’ answers showed that they do feel integrated. Based on the information gathered, it can be understood that most of the teachers consider that the pupils are well integrated and the parents/tutors can keep up with them in the best way. Nevertheless, some shortage of information on the part of teachers was noticed concerning these pupils which indicates an absence of communication between school and family, a situation that does not favour a more effective integration of these pupils.
This traineeship final report includes an initial part of critical reflection on professional practices in context and, then, a research work about issues that elucidate the collected data, related to the integration of pupils from different cultures in Portuguese schools. All the materials used were developed by the individuals who intervened in the elaboration of this document. They were also based on the work of experts in the fields implied on the current legislation. In empirical terms, a qualitative research was conducted through interviews, sociometric tests and data search involving the teachers of each class. The instruments were applied to primary school classes, in five schools belonging to a school grouping of the central region of Portugal. The data collected through the sociometric tests allow us to realise that the majority of the foreign pupils is not fully integrated in the primary school classes. However, the analysis of the interviews allows us to realise that this is not always the case, since the pupils’ answers showed that they do feel integrated. Based on the information gathered, it can be understood that most of the teachers consider that the pupils are well integrated and the parents/tutors can keep up with them in the best way. Nevertheless, some shortage of information on the part of teachers was noticed concerning these pupils which indicates an absence of communication between school and family, a situation that does not favour a more effective integration of these pupils.
Description
Keywords
1.º ciclo do ensino básico multiculturalidade integração prática de ensino supervisionada. primary school multiculturalism integration supervised teaching practice
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu