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Publication
Necessidades de formação de professores em contextos interculturais
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| 6.61 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A sociedade atual tem vindo a defrontar permanentes alterações, face às magnificentes
mudanças culturais, tecnológicas, educacionais e políticas, onde os princípios sociais na
obtenção dos saberes são cada vez mais exigentes. Deste modo, a escola depara-se com uma
diversidade de culturas e identidades imensa e, face a esta realidade, deverá envolver ao
nível dos seus projetos educativos adaptações substanciais concernentes ao processo de
ensino, de modo a conseguir responder adequadamente às necessidades dos alunos,
assegurando a participação destes nas atividades da turma, comunidade escolar em geral e,
concomitantemente, na sociedade próxima. Para isso, é importante que a entidade escolar
adote uma identidade nova, que promova o diálogo intercultural e acolha a multiplicidade
do seu público, adequando a sua praxis à inclusão e valorização da pluralidade, de modo a
poder menorizar as desigualdades. Por sua vez, os professores deverão proceder à adoção
de estratégias educativas que considerem as necessidades de um contexto social e cultural
que, sucessivamente, recorre à diversidade e à inovação. Isto porque, “as políticas
educacionais têm uma repercussão decisiva no florescimento ou no declínio da diversidade
cultural e devem promover a educação pela e para a diversidade” (UNESCO, 2009, p. 15),
sem negligenciarem as origens, princípios e identidade dos alunos.
Face ao paradigma subjacente e atendendo à emergência de uma educação com índole
intercultural nas nossas escolas, é nossa pretensão procurar perceber as necessidades de
formação dos professores em contextos interculturais tendo em vista a alteração e/ou
adequação das suas práticas pedagógicas, a aquisição de novas competências profissionais
interculturais, compreender se existe uma consciência global que desperte os professores
para as questões da interculturalidade, se os professores desenvolvem metodologias e
práticas ativas e adequadas às particularidades sociais, assim como se promovem a
aprendizagem colaborativa e a interação intercultural na praxis educativa, por forma a
promover a inclusão.
Today's society has been facing permanent changes due to the significant cultural, technological, educational and political changes, where the social principles of knowledge are increasingly demanding. In this way, as schools welcome a huge diversity of cultures and identities it should involve in its educational projects substantial adaptations concerning the teaching process, so as to be able to respond adequately to the needs of the students, ensuring their participation and engagement in class activities, school community and, concomitantly, in society in general. In order to reach that goal, it is important that the school entity adopts a new identity that promotes intercultural dialogue and accommodates the multiplicity of its public, adapting its praxis to the inclusion and appreciation of plurality, to minimize inequalities. Therefore, teachers should adopt teaching strategies that consider the needs of a social and cultural context that, in turn, resorts to diversity and innovation. In fact, and as it is mentioned in 2009 UNESCO world report "educational policies have a decisive impact on the flowering or decline of cultural diversity and should promote education for and for diversity" (UNESCO, 2009, p. 15), without neglecting the origins, principles and identity of the students. Given the underlying paradigm and the emergence of an intercultural education in our schools it is our intention to seek to understand a whole range of questions which that premise raises, specially concerning the training needs of teachers in intercultural contexts, the consciousness of the importance of new intercultural professional competences in order to change and / or adapt their pedagogical practices. Consequently, we intend to enquiry if there is already a global awareness that awakens teachers to the questions of interculturality; in sum, if teachers develop active methodologies and practices that are appropriate to social particularities, as well as promote collaborative learning and intercultural interaction in educational praxis, for to promote inclusion.
Today's society has been facing permanent changes due to the significant cultural, technological, educational and political changes, where the social principles of knowledge are increasingly demanding. In this way, as schools welcome a huge diversity of cultures and identities it should involve in its educational projects substantial adaptations concerning the teaching process, so as to be able to respond adequately to the needs of the students, ensuring their participation and engagement in class activities, school community and, concomitantly, in society in general. In order to reach that goal, it is important that the school entity adopts a new identity that promotes intercultural dialogue and accommodates the multiplicity of its public, adapting its praxis to the inclusion and appreciation of plurality, to minimize inequalities. Therefore, teachers should adopt teaching strategies that consider the needs of a social and cultural context that, in turn, resorts to diversity and innovation. In fact, and as it is mentioned in 2009 UNESCO world report "educational policies have a decisive impact on the flowering or decline of cultural diversity and should promote education for and for diversity" (UNESCO, 2009, p. 15), without neglecting the origins, principles and identity of the students. Given the underlying paradigm and the emergence of an intercultural education in our schools it is our intention to seek to understand a whole range of questions which that premise raises, specially concerning the training needs of teachers in intercultural contexts, the consciousness of the importance of new intercultural professional competences in order to change and / or adapt their pedagogical practices. Consequently, we intend to enquiry if there is already a global awareness that awakens teachers to the questions of interculturality; in sum, if teachers develop active methodologies and practices that are appropriate to social particularities, as well as promote collaborative learning and intercultural interaction in educational praxis, for to promote inclusion.
Description
Keywords
Educação intercultural Formação de professores Diversidade Competência intercultural Intercultural education Teacher training Diversity Intercultural competences
Citation
Reis, Ana Cláudia Vigário dos Santos - Necessidades de formação de professores em contextos interculturais [Em linha]. [S.l.]: [s.n.], 2020. 525 p.