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Advisor(s)
Abstract(s)
Este relatório surge no âmbito da Unidade Curricular Prática de Ensino Supervisionada
II, inserida no plano de estudos do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e
de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico da Escola Superior de
Educação de Lisboa. Neste trabalho, apresenta-se e reflete-se sobre a prática pedagógica
ocorrida entre o 1.º e o 2.º Ciclo do Ensino Básico (CEB) e apresenta-se o estudo realizado
com uma turma de 1.º ano do 1.º CEB, sobre as conceções de crianças e adultos –
professores e assistentes operacionais - sobre a diversidade em contexto escolar. O tema
escolhido emergiu de situações observadas no período de estágio. Do ponto de vista
metodológico, trata-se de um estudo qualitativo de caráter exploratório, que, a partir da
observação, das entrevistas realizadas a crianças e adultos, e dos desenhos das crianças
referentes ao tema, se pretendeu identificar as conceções destes atores sobre a
diversidade, a partir do diálogo entre as Ciências da Educação e a Sociologia da Infância.
Relativamente aos resultados encontrados, apesar dos adultos referirem que no contexto
educativo em questão a diferença entre crianças, incluindo o racismo, não é uma questão
preocupante, admitem, no entanto, que em outros contextos, nomeadamente em escolas
do agrupamento onde trabalham, que essa é uma temática importante a ser trabalhada. Do
ponto de vista das crianças, duas referiram já terem sido, no percurso escolar, maltratadas
por colegas, devido a características físicas, como a sua cor de pele ou cabelo. Assim, a
partir das vozes das crianças, pretendeu-se intervir – no sentido de um ensaio breve e
circunscrito - no sentido de desocultar narrativas e experiências que levam à
discriminação em contexto educativo.
Abstract This report is part of the Supervised Teaching Practice II course, included in the study plan of the Master's Degree in Teaching Primary School Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic School Education of the Lisbon School of Education. This paper presents and reflects on the pedagogical practice that took place between the 1st and 2nd cycle of basic education and presents the study carried out with a 1st grade class about the conceptions of children and adults - teachers and auxiliary staff - about diversity in the school context. The chosen theme emerged from situations observed during the internship period. From a methodological point of view, this is a qualitative exploratory study, which, based on observation, interviews with children and adults, and children's drawings on the theme, aimed to identify the conceptions of these actors about diversity, based on the dialogue between Educational Sciences and Sociology of Childhood. Regarding the results found, although the adults refer that in the educational context in question the difference between children, including racism, is not an issue of concern, they admit, however, that in other contexts, namely in schools of the grouping where they work, that this is an important theme to be worked on. From the children's point of view, two of them mentioned having already been mistreated by their schoolmates because of physical characteristics such as their skin colour or hair. Thus, from the children's voices, we intended to intervene - in the sense of a brief and circumscribed test - in order to uncover narratives and experiences that lead to discrimination in the educational context.
Abstract This report is part of the Supervised Teaching Practice II course, included in the study plan of the Master's Degree in Teaching Primary School Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic School Education of the Lisbon School of Education. This paper presents and reflects on the pedagogical practice that took place between the 1st and 2nd cycle of basic education and presents the study carried out with a 1st grade class about the conceptions of children and adults - teachers and auxiliary staff - about diversity in the school context. The chosen theme emerged from situations observed during the internship period. From a methodological point of view, this is a qualitative exploratory study, which, based on observation, interviews with children and adults, and children's drawings on the theme, aimed to identify the conceptions of these actors about diversity, based on the dialogue between Educational Sciences and Sociology of Childhood. Regarding the results found, although the adults refer that in the educational context in question the difference between children, including racism, is not an issue of concern, they admit, however, that in other contexts, namely in schools of the grouping where they work, that this is an important theme to be worked on. From the children's point of view, two of them mentioned having already been mistreated by their schoolmates because of physical characteristics such as their skin colour or hair. Thus, from the children's voices, we intended to intervene - in the sense of a brief and circumscribed test - in order to uncover narratives and experiences that lead to discrimination in the educational context.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais
no 2.º Ciclo do Ensino Básico
Keywords
Prática pedagógica Crianças Professores Assistentes operacionais Diferenças. Differences Pedagogical practice Children Teachers Auxiliary staff Diversity Differences
Citation
Hermano, M. F. P. (2022). Diversidade no 1.º CEB - O que dizem as crianças e os professores (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15844