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Abstract(s)
O presente relatório de estágio integra uma reflexão crítica sobre as práticas desenvolvidas em contexto e uma investigação empírica que pretende apurar se os alunos estrangeiros, ou seja, que possuem outra nacionalidade que não a portuguesa, estão integrados na escola portuguesa do 1.º Ciclo do Ensino Básico.
Para o efeito, recorremos ao material por nós desenvolvido ao longo dos estágios, bem como a autores de referência em Educação, a fim de refletirmos sobre as nossas práticas e sobre a integração dos alunos estrangeiros na escola, do Agrupamento em que estagiámos.
Em termos empíricos, realizámos uma investigação de carácter descritivo e fenomenológico, com recurso à entrevista semiestruturada, ao teste sociométrico e à análise documental. Estes instrumentos de recolha de dados foram aplicados a alunos do 1.º ao 4.º ano de escolaridade, de três escolas do 1.º Ciclo do Ensino Básico do Agrupamento de Escolas Zona Urbana de Viseu.
Os dados obtidos, através da entrevista, permitem concluir que os alunos estrangeiros, em geral, se sentem integrados na escola, bem como na turma em que estão inseridos. Contudo, a análise dos resultados dos testes sociométricos revela outros dados e, inclusive, concluímos que um aluno não está integrado nem na escola, nem na turma a que pertence.
This internship report includes a critical reflection on the practices developed in context and empirical research that aims to determine whether foreign students, ie, having a different nationality than the Portuguese, are integrated in the schools of the primary school. For this purpose, we use the material we developed over the stages, as well as the authors of reference in Education, in order to reflect on our practices and the integration of foreign students in the group of schools where we made our internship. Empirically we conducted an investigation with descriptive and phenomenological nature, using semi-structured interview, sociometric test and documental analysis. These data collection instruments were applied to students from the 1st to the 4th grade. These students are from three schools of the 1st Cycle of Basic Education Schools Group at the Urban Area of Viseu. The data obtained through the interview showed that the foreign students generally feel integrated in the school as well as in the class which they are inserted. However, the analysis of sociometric test reveals another data, and concluded that a student is not integrated at school, or in the class in which it belongs.
This internship report includes a critical reflection on the practices developed in context and empirical research that aims to determine whether foreign students, ie, having a different nationality than the Portuguese, are integrated in the schools of the primary school. For this purpose, we use the material we developed over the stages, as well as the authors of reference in Education, in order to reflect on our practices and the integration of foreign students in the group of schools where we made our internship. Empirically we conducted an investigation with descriptive and phenomenological nature, using semi-structured interview, sociometric test and documental analysis. These data collection instruments were applied to students from the 1st to the 4th grade. These students are from three schools of the 1st Cycle of Basic Education Schools Group at the Urban Area of Viseu. The data obtained through the interview showed that the foreign students generally feel integrated in the school as well as in the class which they are inserted. However, the analysis of sociometric test reveals another data, and concluded that a student is not integrated at school, or in the class in which it belongs.
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Keywords
Integração Reflexão Escola/turma 1.º Ciclo do Ensino Básico Alunos estrangeiros
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Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu