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O professor de português e o ensino de crianças e jovens refugiados
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Advisor(s)
Abstract(s)
Este estudo teve como finalidade conhecer a preparação dos
professores de Português para promover a inclusão de crianças e jovens
refugiados no ensino da língua no contexto das medidas de acolhimento a
esse público. Recolheram-se dados junto de 32 professores de Português.
Concluímos que há dificuldades no trabalho de equipa, que os professores
sentem a falta de flexibilidade para desenvolver competências interculturais
e pouco contactaram com conceitos como diálogo intercultural ou consciência
crítica intercultural, mediação intercultural e cidadania global. Preocupações
maiores dos professores são a língua de comunicação; a adaptação dos
programas; o desconhecimento da cultura e dos conteúdos programáticos nas
escolas de origem dos alunos; a possibilidade de existirem choques culturais;
as dificuldades de integração; a falta de recursos e materiais didáticos
apelativos e adequados. Concluímos assim que a interculturalidade é vista
como um problema e perspetivada como sendo de difícil gestão, sendo que
as atividades letivas se encontram aquém do desenvolvimento desejável da
consciência crítica intercultural.
This study aims to know the capability of Portuguese teachers to promote the inclusion of children and teenagers refugees when it comes to language teaching, in the context of reception measures. Data was collected on 32 Portuguese language teachers. We conclude that there are some problems with teamwork, that teachers feel the lack of flexibility to develop intercultural competence and few of them contacted with concepts as intercultural dialogue, or intercultural cultural consciousness, intercultural mediation and global citizenship. Teachers’ main preoccupations are the language of communication; planning adaptation; unfamiliarity with culture and syllabus of schools of the students; the possibility of cultural shock; integration difficulties; lack of attractive and suitable didactic resources and materials. We thus conclude that interculturality is seen as a problem and is perceived as being difficult to manage, with academic activities falling short of the desirable development of critical intercultural awareness.
This study aims to know the capability of Portuguese teachers to promote the inclusion of children and teenagers refugees when it comes to language teaching, in the context of reception measures. Data was collected on 32 Portuguese language teachers. We conclude that there are some problems with teamwork, that teachers feel the lack of flexibility to develop intercultural competence and few of them contacted with concepts as intercultural dialogue, or intercultural cultural consciousness, intercultural mediation and global citizenship. Teachers’ main preoccupations are the language of communication; planning adaptation; unfamiliarity with culture and syllabus of schools of the students; the possibility of cultural shock; integration difficulties; lack of attractive and suitable didactic resources and materials. We thus conclude that interculturality is seen as a problem and is perceived as being difficult to manage, with academic activities falling short of the desirable development of critical intercultural awareness.
Description
Keywords
Refugiados Competência intercultural Cidadania global Mediação conflitos Inclusão Diálogo intercultural Refugees Intercultural competence Dialogue Conflict mediation Global citizenship
Pedagogical Context
Citation
Sequeira, Rosa Maria e Silvia Cardoso, 2020, "O professor de Português e o ensino de crianças e jovens refugiados", Linguarum Arena, Vol. 11, pp. 53-64
Publisher
Universidade do Porto