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Uma língua que acolhe : desafio para os professores de português na inclusão das crianças refugiadas
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Advisor(s)
Abstract(s)
Intitulada Uma língua que acolhe: desafio para os professores de português na inclusão das crianças refugiadas, esta dissertação visa perceber, no atual contexto nacional e europeu de acolhimento, de que forma os professores de português estão preparados para ensinar uma nova língua para as crianças refugiadas.
A deslocação forçada de pessoas para outros lugares vai modificando a paisagem humana. Até ao final deste ano, Portugal espera receber cerca de 1500 refugiados e o sucesso da sua inclusão depende de vários fatores, entre os quais a nossa abertura, respeito pelas diferenças, desejo de diálogo, reciprocidade e integração num lugar e tempos comuns. Neste sentido, a noção de competência intercultural, despertada pelos professores na escola e, em evolução de acordo com a riqueza e a variedade de experiências plurilingues e pluriculturais ao longo da vida, vem sendo associada ao ensino da língua.
É nesta perspetiva que se reconhece que a formação do professor de línguas, em específico, o de português, é determinante para ensinar a língua, a cultura, atitudes e estratégias de interação e mediação de conflitos. Reconhece-se ainda que é urgente que as situações de interculturalidade, no ensino, ultrapassem a fronteira de oportunidades para a atualização de uma língua estrangeira e se unam a uma cidadania global de formação de seres humanos com motivação para conhecerem, refletirem sobre o mundo e serem hábeis na partilha do mesmo espaço e tempo, com pessoas diferentes de si.
Entitled “A language which embraces: a challenge for Portuguese teachers in the matter of inclusion of the refugee children”, this dissertation looks to understand within the National and European context how Portuguese teachers are prepared to teach a new language to refugee children. The forced mobility of people from other places will modify or change the human landscape. Until the end of this year Portugal is expecting to receive around about 1500 refugees and the success of their inclusion depends on various factors, among wich open-mindedness, respect for the differences, dialogue willingness, reciprocity and integration into a common place and time. In this sense, the notion of intercultural competence, which teachers arouse in the school context in evolution with the accordance with the variety and richness of the plurilingual and pluricultural experiences throughout life, it has been associated to the teaching of a language. In this perspective one may recognize that the language teacher training in specific of the Portuguese language is very important for teaching the language, the culture, attitudes and interaction strategies and conflict mediation. It is urgent that intercultural situations within the school go beyond the “frontiers” of opportunities for the language function and be united in a global citizenship where human being promote motivation to acknowledge and reflect about the world and human being with capacity to share the same place and time with people different from themselves.
Entitled “A language which embraces: a challenge for Portuguese teachers in the matter of inclusion of the refugee children”, this dissertation looks to understand within the National and European context how Portuguese teachers are prepared to teach a new language to refugee children. The forced mobility of people from other places will modify or change the human landscape. Until the end of this year Portugal is expecting to receive around about 1500 refugees and the success of their inclusion depends on various factors, among wich open-mindedness, respect for the differences, dialogue willingness, reciprocity and integration into a common place and time. In this sense, the notion of intercultural competence, which teachers arouse in the school context in evolution with the accordance with the variety and richness of the plurilingual and pluricultural experiences throughout life, it has been associated to the teaching of a language. In this perspective one may recognize that the language teacher training in specific of the Portuguese language is very important for teaching the language, the culture, attitudes and interaction strategies and conflict mediation. It is urgent that intercultural situations within the school go beyond the “frontiers” of opportunities for the language function and be united in a global citizenship where human being promote motivation to acknowledge and reflect about the world and human being with capacity to share the same place and time with people different from themselves.
Description
Keywords
Refugiados Crianças Professores Língua portuguesa Línguas estrangeiras Português língua não materna Mediação Competência intercultural Cidadania Portugal Refugees Intercultural competence Dialogue Conflict mediation Gobal citizenship
Citation
Cardoso, Sílvia Margarida Azevedo - Uma língua que acolhe [Em linha]: desafio para os professores de português na inclusão das crianças refugiadas. [S.l.]. [s.n.], 2017. 121 p.