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Integração de crianças brasileiras no primeiro ciclo do ensino básico português
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A diversidade cultural foi considerada pela Organização das Nações Unidas para a Educação, a Ciência e a Cultura (UNESCO) como um patrimônio da humanidade. Vivemos em uma sociedade livre, em que o acesso à informação aproximou ainda mais as pessoas, e os fluxos migratórios têm sido frequentes, principalmente em países europeus. Portugal é um país que possui um considerável fluxo migratório e se reconhece como multicultural, tendo entre as diversas nacionalidades residentes a brasileira como a mais representativa. Devido a sua configuração multicultural, o país tem adotado uma postura de educação multicultural nos seus documentos educacionais, bem como na confecção de planos de acolhimento e integração de imigrantes. Considerando as referidas características, este estudo dissertativo buscou compreender, em seu objetivo principal, como os processos de integração de crianças brasileiras ocorrem no 1º Ciclo do Ensino Básico português. Os dados da pesquisa qualitativa, de caráter analítico e interpretativo, obtiveram-se através do inquérito por questionário e da entrevista semidiretiva realizadas com cinco professores/as que tivessem no mínimo um aluno/a brasileiro/a em sua turma, cinco mães brasileiras e cinco crianças, seus respectivos filhos. Verificou-se através do estudo que as crianças brasileiras estão integradas no sistema de ensino, embora a integração apresente caréter assimilacionista.
The cultural diversity was considered by the United Nations Educational, Scientific and Cultural Organization (UNESCO) as humanities’ Heritage. We live in a free society, where access to information even closer people and migration flow have been frequent, especially in European countries. Portugal has a considerable migration flow and recognize itself as multicultural, and among the diversity of nationalities the Brazilian ones as the most representative. Thanks to your multicultural configuration, the country has adopted a multicultural education approach in yours educational documents, as well as making plans for reception and integration of immigrants. Considering these features, the present dissertational study sought to understand, in your main purpose, as the Brazilian children integration processes occur in the 1st cycle of Basic Education Portuguese. The data of qualitative research, analytical and interpretative character, were obtain through the questionnaire survey and focal interview conducted to five teachers those who had at least one Brazilian student in his course, five Brazilian mothers and five children, their respective sons. It was find through the study that Brazilian children are integrate into the education system, although this integration present an assimilationist character.
The cultural diversity was considered by the United Nations Educational, Scientific and Cultural Organization (UNESCO) as humanities’ Heritage. We live in a free society, where access to information even closer people and migration flow have been frequent, especially in European countries. Portugal has a considerable migration flow and recognize itself as multicultural, and among the diversity of nationalities the Brazilian ones as the most representative. Thanks to your multicultural configuration, the country has adopted a multicultural education approach in yours educational documents, as well as making plans for reception and integration of immigrants. Considering these features, the present dissertational study sought to understand, in your main purpose, as the Brazilian children integration processes occur in the 1st cycle of Basic Education Portuguese. The data of qualitative research, analytical and interpretative character, were obtain through the questionnaire survey and focal interview conducted to five teachers those who had at least one Brazilian student in his course, five Brazilian mothers and five children, their respective sons. It was find through the study that Brazilian children are integrate into the education system, although this integration present an assimilationist character.
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diversidade cultural integração escolar educação intercultural cultural diversity intercultural education scholar integration