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Abstract(s)
Angola é uma nação multicultural constituída por inúmeros grupos que possuem
especificidades culturais e linguísticas próprias, entre os quais está a minoria étnica San.
Uma minoria que clama por direitos, pois é objeto de discriminação e exclusão em várias
esferas, com destaque no setor educativo. Fruto desta discriminação continuada, estes
incorporam uma imagem de inferioridade, tornando-se a sua auto-depreciação um dos
instrumentos mais poderosos da sua própria opressão e auto-exclusão.
A literatura aponta, como razões da exclusão escolar das crianças San, a falta de medidas
educativas interculturais, as escolas não possuírem um ambiente curricular intercultural
e os professores desprovidos de qualquer formação na área. Isto é, a realidade escolar
multicultural angolana com presença de minoria étnica, carece de medidas de educação
intercultural capazes de promover a coexistência na diferença e a inclusão escolar de
todos sem estereótipo, pois, a construção de um ‘nós diverso’ exige uma educação
intercultural que facilite o processo de ver o ‘outro’ dentro de nós; perceber o ‘outro’
essencialmente diferente, mas, ao mesmo tempo, parte de ‘nós’.
Tendo em conta a situação descrita, a presente investigação tem como principal objetivo
identificar os desafios e possibilidades à inclusão das crianças San no ensino primário,
na perspectiva de uma educação intercultural. O estudo efetuado seguiu uma
metodologia qualitativa, recorrendo à entrevista semiestruturada para recolha dos
dados. Foram entrevistados vinte participantes divididos em três grupos: cindo
professores, dez membros da comunidade San e cinco especialistas sociais, considerados
fundamentais e familiarizados com a problemática do estudo.
Após a análise dos resultados da investigação, conclui-se que, para a efetivação do direito
à educação das crianças San, exige-se a implementação de medidas de educação
intercultural como: a formação intercultural do professor, a formação a orientada à
mediação intercultural; Pedagogia Intercultura para a intervenção e transformação das
condições relacionais e de ensino, capacidade do professor para a diferenciação
pedagógica em contexto multicultural com presença de crianças San, o professor e os
desafios da inclusão em territórios educativos multiculturais com presença da minoria
étnica San e a educação primária intercultural (Educação Bilingue).
Angola is a multicultural nation made up of numerous groups that have their own cultural and linguistic specificities, among which is the San ethnic minority. A minority that cries out for rights, as it is the object of discrimination and exclusion in various spheres, especially in the education sector. As a result of this continued discrimination, they incorporate an image of inferiority, making their self-depreciation one of the most powerful instruments of their own oppression and self-exclusion. The literature points out, as reasons for the school exclusion of San children, the lack of intercultural educational measures, schools do not have an intercultural curriculum environment and teachers lack any training in the area. In other words, the Angolan multicultural school reality with the presence of an ethnic minority, lacks intercultural education measures capable of promoting coexistence in difference and the school inclusion of all without stereotype, since the construction of a 'diverse us' requires intercultural education that facilitates the process of seeing the 'other' within us; perceive the ‘other’ essentially different, but at the same time part of ‘us’. Bearing in mind the situation described, the present research has as main objective to identify the challenges and possibilities for the inclusion of San children in primary education, in the perspective of an intercultural education. The study carried out followed a qualitative methodology, using the semi-structured interview to collect the data. Twenty participants were interviewed, divided into three groups: five teachers, ten members of the San community and five social experts, considered fundamental and familiar with the study's problems. After analyzing the results of the investigation, it is concluded that, for the realization of the right to education for San children, it is necessary to implement intercultural education measures such as: intercultural teacher training, training aimed at intercultural mediation; Intercultural pedagogy for the intervention and transformation of relational and teaching conditions, the teacher's ability for pedagogical differentiation in a multicultural context with the presence of San children, the teacher and the challenges of inclusion in multicultural educational territories with the presence of the San ethnic minority and education intercultural primary education (Bilingual Education).
Angola is a multicultural nation made up of numerous groups that have their own cultural and linguistic specificities, among which is the San ethnic minority. A minority that cries out for rights, as it is the object of discrimination and exclusion in various spheres, especially in the education sector. As a result of this continued discrimination, they incorporate an image of inferiority, making their self-depreciation one of the most powerful instruments of their own oppression and self-exclusion. The literature points out, as reasons for the school exclusion of San children, the lack of intercultural educational measures, schools do not have an intercultural curriculum environment and teachers lack any training in the area. In other words, the Angolan multicultural school reality with the presence of an ethnic minority, lacks intercultural education measures capable of promoting coexistence in difference and the school inclusion of all without stereotype, since the construction of a 'diverse us' requires intercultural education that facilitates the process of seeing the 'other' within us; perceive the ‘other’ essentially different, but at the same time part of ‘us’. Bearing in mind the situation described, the present research has as main objective to identify the challenges and possibilities for the inclusion of San children in primary education, in the perspective of an intercultural education. The study carried out followed a qualitative methodology, using the semi-structured interview to collect the data. Twenty participants were interviewed, divided into three groups: five teachers, ten members of the San community and five social experts, considered fundamental and familiar with the study's problems. After analyzing the results of the investigation, it is concluded that, for the realization of the right to education for San children, it is necessary to implement intercultural education measures such as: intercultural teacher training, training aimed at intercultural mediation; Intercultural pedagogy for the intervention and transformation of relational and teaching conditions, the teacher's ability for pedagogical differentiation in a multicultural context with the presence of San children, the teacher and the challenges of inclusion in multicultural educational territories with the presence of the San ethnic minority and education intercultural primary education (Bilingual Education).
Description
Keywords
Inclusão Educação Intercultural Multiculturalidade Interculturalidade Minoria Étnica San