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Por uma transição de sucesso dos alunos migrantes: do PLNM para o Português
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Este relatório de estágio procura aprofundar o conhecimento sobre a
experiência de aprendizagem, na disciplina de Português, de alunos migrantes que
concluíram o nível B1 de Português Língua não Materna. A partir de duas alunas
nepalesas a frequentar uma escola multicultural de Lisboa, foram identificados
obstáculos à aprendizagem, dificuldades inerentes à sua situação, e limitações do
sistema atual. Ao mesmo tempo, foram aplicadas estratégias enquadradas pelo Ensino
Culturalmente Responsivo de Geneva Gay e a Pedagogia Culturalmente Relevante de
Gloria Ladson-Billings, no sentido de explorar abordagens possíveis para promover o
sucesso escolar das alunas. Por fim, foi realizada uma entrevista etnográfica com o
intuito de melhor compreender a realidade sociocultural destes estudantes. Foi possível
observar a eficácia das estratégias aplicadas no âmbito desta intervenção, ainda que a
barreira linguística se tenha mantido como um obstáculo fundamental ao sucesso
escolar das mesmas.
This internship report aims to take a deeper look at the learning experience of migrant students who have finished B1 level in Portuguese for non-native speakers in the Portuguese Class. Focusing on two Nepali students at a multicultural school in Lisbon, this study identified learning obstacles, difficulties linked to their situation, and limitations of the current system. At the same time, Geneva Gay’s Culturally Responsive Teaching strategies and guidelines from Gloria Ladson-Billings’ Culturally Relevant Pedagogy were applied to explore approaches to promote academic success in those students. Finally, an ethnographic interview was conducted with the goal of better understanding the socio-cultural reality of these students. It was possible to observe the efficacy of these practices, even though the linguistic barrier remained a fundamental obstacle to their academic success.
This internship report aims to take a deeper look at the learning experience of migrant students who have finished B1 level in Portuguese for non-native speakers in the Portuguese Class. Focusing on two Nepali students at a multicultural school in Lisbon, this study identified learning obstacles, difficulties linked to their situation, and limitations of the current system. At the same time, Geneva Gay’s Culturally Responsive Teaching strategies and guidelines from Gloria Ladson-Billings’ Culturally Relevant Pedagogy were applied to explore approaches to promote academic success in those students. Finally, an ethnographic interview was conducted with the goal of better understanding the socio-cultural reality of these students. It was possible to observe the efficacy of these practices, even though the linguistic barrier remained a fundamental obstacle to their academic success.
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Português Língua não Materna Português Ensino Culturalmente Responsivo Pedagogia Culturalmente Relevante Ensino Secundário Inclusão Entrevista Etnográfica Portuguese as a non-native language Portuguese Culturally Responsive Teaching Culturally Relevant Pedagogy High School Inclusion Ethnographic Interview