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A diversidade cultural no currículo em Cabo Verde : o caso da Escola Salesiana de Artes e Ofícios
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Devido à globalização e consequentemente à democratização do ensino, Cabo Verde tem vindo a deparar-se com uma nova realidade dentro das suas escolas, com um cenário de variedade cultural em que encontramos uma diversidade humana (alunos, professores, pessoal administrativo, funcionários e demais pessoas) cada um com os seus hábitos, costumes e crenças diferentes.
As escolas do país são cada vez mais desafiadas a enfrentar os problemas decorrentes das diferenças e da pluralidade cultural. Portanto, o desafio que se coloca à escola, face a esta diversidade, consiste sobretudo em adotar estratégias e medidas no sentido de respeitar, valorizar e aceitar a diferença de cada um. Esta nova realidade exige que o currículo e o seu processo de desenvolvimento sofram alterações para que possam adaptar-se às necessidades da realidade multicultural.
No contexto cabo-verdiano, uma vez que a educação pressupõe a igualdade de oportunidades para todos os alunos que a frequentam, existe a necessidade de valorizar, respeitar e aceitar as diversas culturas dos seus alunos.
Procurámos investigar a relação do Sistema Educativo cabo-verdiano concretamente na Escola Salesiana de Artes e Ofícios com o fenómeno da diversidade cultural presente nele e, assim, analisar o currículo e as demandas da multiculturalidade. Nesta dissertação fazemos um referencial teórico, recorrendo aos vários autores e obras e uma análise documental das leis sobre o tema em estudo. A metodologia utilizada centrou-se num estudo prático na Escola Salesiana de Artes e Ofícios, assim como na aplicação de inquéritos por questionário a professores e a alunos, e uma entrevista ao diretor da referida escola. Os resultados apontam que o currículo do ensino em Cabo Verde tem vindo a ter dois papéis completamente diferente, de um lado fala que todos têm direito à educação independente da raça, da origem e do meio económica, mas de outro lado não tem diretrizes que fala claramente sobre a diversidade cultural. Portanto, há muitas lacunas no currículo no que diz respeito a diversidade cultural, mas a Escola Salesiana de Artes e Ofícios tem conseguido desenvolver atividades dentro e fora da sala de aula que permite maior inclusão e integração desses alunos culturalmente diferentes. Ressalta-se, ainda, a grande satisfação dos alunos e dos professores em trabalhar com alunos de culturas diferentes para um melhor ensino-aprendizagem dentro do contexto escolar.
Due to globalization and therefore the democratization of education, Cape Verde has been faced with a new reality within their schools, with a cultural variety scenario in which we find a human diversity (students, teachers, administrative staff, employees and other people) each with their habits, different customs and beliefs. The country's schools are gradually challenged to face the problems arising from differences and cultural diversity. Therefore, the challenge facing the school, toward of this diversity, is primarily to adopt strategies and measures to respect value and accept the differences of each. This new reality requires that the curriculum and its development process adversely affected so that they can adapt to the needs of the multicultural reality. The Cape Verdean context, since education requires equal opportunities for all students who attend, there is a need to value, respect and accept the diverse cultures of their students. We sought to investigate the relationship of the Cape Verdean Education System specifically in the Salesian School of Arts and Crafts with the phenomenon of cultural diversity present in it and therefore examine the curriculum and the demands of multiculturalism. In this thesis we make a theoretical framework, using the various authors and works and a documentary analysis of the laws on the subject under study. The methodology focused on a case study in the Salesian School of Arts and Crafts, as well as the application of questionnaire surveys to teachers and students, and an interview with the principal of that school. The results show that the teaching curriculum in Cape Verde has been having two completely different roles, on the one hand says that everyone is entitled to education regardless of race, origin and economic means, but on the other hand there is no guideline that speaks clearly on cultural diversity. So there are many gaps in the curriculum with regard to cultural diversity, but the Salesian School of Arts and Crafts has been able to develop activities inside and outside the classroom that allows grander inclusion and integration of culturally diverse students. We highlight also the great satisfaction of students and teachers to work with students from different cultures to better teaching and learning within the school context.
Due to globalization and therefore the democratization of education, Cape Verde has been faced with a new reality within their schools, with a cultural variety scenario in which we find a human diversity (students, teachers, administrative staff, employees and other people) each with their habits, different customs and beliefs. The country's schools are gradually challenged to face the problems arising from differences and cultural diversity. Therefore, the challenge facing the school, toward of this diversity, is primarily to adopt strategies and measures to respect value and accept the differences of each. This new reality requires that the curriculum and its development process adversely affected so that they can adapt to the needs of the multicultural reality. The Cape Verdean context, since education requires equal opportunities for all students who attend, there is a need to value, respect and accept the diverse cultures of their students. We sought to investigate the relationship of the Cape Verdean Education System specifically in the Salesian School of Arts and Crafts with the phenomenon of cultural diversity present in it and therefore examine the curriculum and the demands of multiculturalism. In this thesis we make a theoretical framework, using the various authors and works and a documentary analysis of the laws on the subject under study. The methodology focused on a case study in the Salesian School of Arts and Crafts, as well as the application of questionnaire surveys to teachers and students, and an interview with the principal of that school. The results show that the teaching curriculum in Cape Verde has been having two completely different roles, on the one hand says that everyone is entitled to education regardless of race, origin and economic means, but on the other hand there is no guideline that speaks clearly on cultural diversity. So there are many gaps in the curriculum with regard to cultural diversity, but the Salesian School of Arts and Crafts has been able to develop activities inside and outside the classroom that allows grander inclusion and integration of culturally diverse students. We highlight also the great satisfaction of students and teachers to work with students from different cultures to better teaching and learning within the school context.
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Palavras-chave
Educação Diversidade cultural Currículo Globalização Education Cultural diversity Curriculum Globalization