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Orientador(es)
Resumo(s)
O presente estudo foi desenvolvido no âmbito da unidade curricular Prática de Ensino Supervisionada II, integrada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Português e História e Geografia de Portugal no 2.º CEB.
A prática pedagógica foi desenvolvida numa turma de 4.º ano, constituída maioritariamente por crianças de etnia cigana, e o estudo está relacionado com a Cidadania. Após análise das fragilidades e potencialidades da turma chegou-se à seguinte problemática: O contributo do trabalho em torno das questões da cidadania numa sala de aula com minorias étnicas para a formação de cidadãos. Com esta problemática procura-se perceber a importância da dinamização de conteúdos ligados à cidadania, em contexto escolar, e numa turma em que as questões étnicas e sociais influenciam a perceção e a aceitação (ou não) dos direitos e deveres em sociedade. Para dar resposta, estabeleceram-se três objetivos de investigação: i) Identificar as perceções dos alunos acerca dos Direitos das Crianças, Direitos Humanos, Interculturalidade e Igualdade de Género; ii) Contribuir para o desenvolvimento do pensamento lógico e crítico; iii) Dinamizar atividades para o conhecimento de instituições nacionais e europeias.
Para a elaboração do estudo optou-se por uma metodologia mista – qualitativa e quantitativa – aplicadas em questionários aos alunos e atividades em sala de aula.
Os alunos interessaram-se pelo tema na sua generalidade, do qual pouco sabiam no início da intervenção, e pelos subtemas estudados. Os resultados mostram que houve uma grande evolução do início para o fim da intervenção no que respeita a aquisição de conhecimentos – definições, novo vocabulário e novas perceções.
ABSTRACT This study was developed within the scope of the Supervised Teaching Practice II curricular unit, integrated in the master’s in teaching of the 1st Cycle of Basic Education (CEB) and of Portuguese and History and Geography of Portugal in the 2nd CEB. The pedagogical practice was carried out in a 4th grade class, made up mostly of Romany children, and the study is related to Citizenship. After analyzing the weaknesses and strengths of the class, the following issue was reached: The contribution of work around citizenship questions in a classroom with ethnic minorities for the training of citizens. With this issue, we seek to understand the importance of promoting contents related to citizenship, in a school context, and in a class in which ethnic and social issues influence the perception and acceptance (or not) of rights and duties in society. To respond, three research objectives were established: i) identify the student perceptions about Children's Rights, Human Rights, Interculturality and Gender Equality; ii) Contribute to the development of logical and critical thinking; iii) implement activities for the knowledge of national and European institutions. For the elaboration of the study, we opted for a mixed methodology – qualitative and quantitative – applied in questionnaires to students and classroom activities. The students were interested in the topic in general, about which they knew little at the beginning of our practice, and in the sub-themes studied. The results show that there was a great evolution from the beginning to the end of the pedagogical practice regarding the acquisition of knowledge – definitions, new vocabulary, and new perceptions.
ABSTRACT This study was developed within the scope of the Supervised Teaching Practice II curricular unit, integrated in the master’s in teaching of the 1st Cycle of Basic Education (CEB) and of Portuguese and History and Geography of Portugal in the 2nd CEB. The pedagogical practice was carried out in a 4th grade class, made up mostly of Romany children, and the study is related to Citizenship. After analyzing the weaknesses and strengths of the class, the following issue was reached: The contribution of work around citizenship questions in a classroom with ethnic minorities for the training of citizens. With this issue, we seek to understand the importance of promoting contents related to citizenship, in a school context, and in a class in which ethnic and social issues influence the perception and acceptance (or not) of rights and duties in society. To respond, three research objectives were established: i) identify the student perceptions about Children's Rights, Human Rights, Interculturality and Gender Equality; ii) Contribute to the development of logical and critical thinking; iii) implement activities for the knowledge of national and European institutions. For the elaboration of the study, we opted for a mixed methodology – qualitative and quantitative – applied in questionnaires to students and classroom activities. The students were interested in the topic in general, about which they knew little at the beginning of our practice, and in the sub-themes studied. The results show that there was a great evolution from the beginning to the end of the pedagogical practice regarding the acquisition of knowledge – definitions, new vocabulary, and new perceptions.
Descrição
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 Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Palavras-chave
Cidadania Minoria étnica Criança 1.º ciclo do ensino básico Comunidade cigana. Citizenship Ethnic minority Children 1st cycle of basic education Romany community
Contexto Educativo
Citação
Rodrigues, G. F. A. (2021). Formar cidadãos. o trabalho em torno das questões de cidadania numa sala de aula com minorias étnicas de 4.º ano (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/14487