A carregar...
Publicação
Contributos para o sucesso da aprendizagem de alunos imigrantes na disciplina de Geografia
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 3.87 MB | Adobe PDF |
Autores
Resumo(s)
Desde os anos 80/90 do século XX, Portugal deixou de ser um país apenas de emigrantes para se tornar também num país atrativo para populações estrangeiras. Se, numa fase inicial, a imigração em Portugal era dominada por populações oriundas das antigas colónias, hoje, mais do que nunca, proliferam várias línguas, culturas, hábitos e costumes dos diferentes continentes. A Escola tem um papel relevante de integração e de formação dos alunos imigrantes, reconhecendo as suas habilitações de origem e colocando estes alunos em turmas plurais e adequadas à sua faixa etária. Em muitos casos, são alunos que provêm de contextos socioeconómicos desfavoráveis, com escasso envolvimento familiar, a que se juntam outras condicionantes, como a dificuldade de integração e adaptação a um novo país e escola, um ambiente escolar de possível discriminação e o não domínio da língua. Esta conjuntura impacta no sucesso escolar e aprendizagem dos alunos imigrantes, sendo essencial à Escola delinear estratégias que promovam a aprendizagem destes alunos, nomeadamente, aplicando a diferenciação pedagógica nos vários recursos e instrumentos e, envolvendo os alunos em projetos que desenvolvam metodologias de trabalho e competências para uma formação superior ou integração no mercado de trabalho. A Prática de Ensino Supervisionada (PES) decorreu no ano letivo de 2022/23, na Escola Básica e Secundária Alfredo da Silva (EBSAS) uma escola histórica no concelho do Barreiro, mas que tem vindo a perder alunos para outros estabelecimentos de ensino com ofertas curriculares mais atrativas. Devido a esta situação, e dada a localização da escola próxima de várias comunidades imigrantes, o número de alunos estrangeiros na EBSAS tem aumentado nos últimos anos. Assim, na PES, desenvolveram-se estratégias/situações de aprendizagem consubstanciadas nas Metodologias Ativas de Aprendizagem (MAA) tais como: o trabalho colaborativo e de pesquisa entre pares, a análise de estudo de caso, o debate de ideias, o trabalho de campo, Gamificação e o uso de plataformas informáticas na sala de aula. Numa ótica de sucesso das aprendizagens dos alunos imigrantes considerou-se a diferenciação pedagógica valorizando a participação, diversificando os recursos didáticos e instrumentos de avaliação, acompanhando a execução dos trabalhos e fornecendo tarefas ou recursos suplementares. A Geografia, enquanto disciplina de charneira, propõe a ligação entre diferentes áreas do saber, conceitos e conhecimentos. Ao longo do ano letivo foram vários os projetos em que os alunos se envolveram em parceria com outras disciplinas como a Filosofia, a História, a Biologia e a Cidadania e Desenvolvimento realizando diferentes atividades como as visitas de estudo/saídas de campo, o Parlamento dos Jovens e o Nós Propomos!. Estes ambientes de aprendizagem diversos tornam-se fundamentais para o conhecimento do espaço geográfico português, para o desenvolvimento do pensamento crítico da sociedade que nos rodeia e para a integração e sucesso escolar dos alunos imigrantes.
Since the 1980s/1990s, Portugal has ceased to be solely a country of emigrants and has also become an attractive destination for foreign populations. While initially immigration to Portugal largely consisted of people from former colonies, today more than ever, various languages, cultures, habits, and customs from different continents thrive. Schools play a significant role in the integration and education of immigrant students, recognizing their qualifications from their home countries and placing these students in diverse classes appropriate for their age group. In many cases, these students come from socioeconomically disadvantaged backgrounds with limited family involvement, compounded by challenges such as difficulty integrating into a new country and school, potential discrimination in the school environment, and a lack of proficiency in the language. This situation impacts the academic success and learning of immigrant students, making it essential for schools to devise strategies that promote their learning, including applying pedagogical differentiation in various resources and tools and involving students in projects that develop methodologies and skills for higher education or integration into the job market. The Prática de Ensino Supervisionada (PES) took place during the academic year 2022/23 at Escola Básica e Secundária Alfredo da Silva (EBSAS), a historical school in the Barreiro municipality that has been losing students to other institutions with more attractive curricular offerings. Due to this situation and the school's proximity to several immigrant communities, the number of foreign students at EBSAS has increased in recent years. Therefore, during the PES, strategies/learning situations were developed based on Active Learning Methodologies (ALM) such as collaborative work and research among peers, case study analysis, idea debates, fieldwork, gamification, and the use of computer platforms in the classroom. From the perspective of immigrant student learning success, pedagogical differentiation was considered, valuing participation, diversifying didactic resources and assessment tools, monitoring work execution, and providing supplementary tasks or resources. Geography, as a pivotal discipline, proposes the connection between different areas of knowledge, concepts, and understandings. Throughout the academic year, several projects engaged students in partnerships with other disciplines such as Philosophy, History, Biology, and Citizenship and Development, involving various activities such as field trips, the Parlamento dos Jovens, and Nós Propomos!. These diverse learning environments are crucial for understanding the Portuguese geographical space, fostering critical thinking about the surrounding society, and promoting the integration and academic success of immigrant students.
Since the 1980s/1990s, Portugal has ceased to be solely a country of emigrants and has also become an attractive destination for foreign populations. While initially immigration to Portugal largely consisted of people from former colonies, today more than ever, various languages, cultures, habits, and customs from different continents thrive. Schools play a significant role in the integration and education of immigrant students, recognizing their qualifications from their home countries and placing these students in diverse classes appropriate for their age group. In many cases, these students come from socioeconomically disadvantaged backgrounds with limited family involvement, compounded by challenges such as difficulty integrating into a new country and school, potential discrimination in the school environment, and a lack of proficiency in the language. This situation impacts the academic success and learning of immigrant students, making it essential for schools to devise strategies that promote their learning, including applying pedagogical differentiation in various resources and tools and involving students in projects that develop methodologies and skills for higher education or integration into the job market. The Prática de Ensino Supervisionada (PES) took place during the academic year 2022/23 at Escola Básica e Secundária Alfredo da Silva (EBSAS), a historical school in the Barreiro municipality that has been losing students to other institutions with more attractive curricular offerings. Due to this situation and the school's proximity to several immigrant communities, the number of foreign students at EBSAS has increased in recent years. Therefore, during the PES, strategies/learning situations were developed based on Active Learning Methodologies (ALM) such as collaborative work and research among peers, case study analysis, idea debates, fieldwork, gamification, and the use of computer platforms in the classroom. From the perspective of immigrant student learning success, pedagogical differentiation was considered, valuing participation, diversifying didactic resources and assessment tools, monitoring work execution, and providing supplementary tasks or resources. Geography, as a pivotal discipline, proposes the connection between different areas of knowledge, concepts, and understandings. Throughout the academic year, several projects engaged students in partnerships with other disciplines such as Philosophy, History, Biology, and Citizenship and Development, involving various activities such as field trips, the Parlamento dos Jovens, and Nós Propomos!. These diverse learning environments are crucial for understanding the Portuguese geographical space, fostering critical thinking about the surrounding society, and promoting the integration and academic success of immigrant students.
Descrição
Palavras-chave
Integração Aprendizagem Sucesso escolar Alunos imigrantes Metodologias ativas de aprendizagem Diferenciação pedagógica Integration Learning Academic success Immigrant students Active learning methodologies Pedagogical differentiation