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Integração e desempenho escolar de alunos africanos de países PALOP no Ensino Básico
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Abstract(s)
O presente trabalho enquadra-se no plano curricular do Mestrado em Intervenção Social Escolar da Escola Superior de Educação de Castelo Branco e trata de uma investigação sobre o processo de integração e desempenho escolar de alunos filhos de imigrantes PALOP de origem africana a frequentar o ensino básico (primeiro, segundo e terceiro ciclos) em Portugal.
A educação e o direito a uma educação de qualidade, em que todos somos chamados, de forma mais direta ou indireta a contribuir, são essenciais para uma sociedade mais justa e mais coesa. É, por isso, muito importante conhecer a realidade escolar para, posteriormente, se poder atuar de forma fundamentada. Uma educação de qualidade para Todos é uma questão multidimensional complexa, difícil de estudar no seu todo. Temos, por isso, que a analisar por partes; neste sentido, o nosso trabalho debruça-se sobre os alunos PALOP oriundos de países africanos.
O problema “Qual a integração e o desempenho escolar de alunos filhos de imigrantes PALOP de origem africana a frequentarem o ensino básico em Portugal?” divide-se em quatro objetivos: (1) Compreender a integração de alunos filhos de imigrantes de países PALOP de origem africana no contexto educativo português; (2) Conhecer o desempenho escolar destes alunos no contexto educativo português; (3) Identificar as principais dificuldades educativas/de aprendizagem; (4) Propor diretrizes com vista a um plano de intervenção para melhorar a integração e o desempenho escolar destes alunos. Em síntese, a finalidade deste estudo consiste em analisar a integração e o desempenho escolar de alunos filhos de imigrantes de países PALOP de origem africana e formas de os melhorar.
De forma a recolher dados, foram construídos e validados dois instrumentos -inquéritos por questionário - um dirigido aos alunos PALOP a frequentar o ensino básico nas diversas escolas de um agrupamento, e outro dirigido aos seus professores/diretores de turma. Recolhidos os inquéritos dirigidos aos alunos, foram organizados os dados em tabelas para posterior análise. Os dados obtidos através dos questionários aplicados aos professores foram também organizados e analisados. Os dados recolhidos foram, posteriormente, cruzados para se compreender de forma mais completa e profunda a situação escolar destes alunos e poder propor eventuais medidas que possam mitigar problemas detetados.
Os resultados apontam para uma integração geral dos alunos na escola positiva, particularmente ao nível do 1.º ciclo, mas não tanto no 3.º ciclo do ensino básico, embora apontem algumas sugestões de melhoria. Globalmente, gostam da escola e consideram que os professores os apoiam quando apresentam dificuldades académicas. Poucos são os alunos que ficaram retidos em algum ano escolar, mas apontam algumas dificuldades a certas disciplinas curriculares.
Abstract: This work is part of the curricular plan of the Master's Degree in Social Intervention at the Escola Superior de Educação do Instituto Politécnico de Castelo Branco and deals with an investigation into the integration process and school performance of PALOP students of African origin attending basic education (first, second and third cycles) in Portugal. Education and the right to high quality education, to which we are all called, directly or indirectly, to contribute towards, are essential for a fairer, more cohesive society. Therefore, it is very important to understand the school reality in order to subsequently act in a well-founded manner. High quality education for everyone is a complex, multidimensional issue that is difficult to study as a whole. Consequently, we have to analyze it in parts, hence our work focusing on PALOP students coming from African countries. The problem “What is the integration and academic performance of African students from PALOP countries attending basic education in Portugal?” is divided into four objectives: (1) Understanding the level of integration of students whose parents are immigrants from PALOP countries in the Portuguese educational context; (2) Understanding the academic performance of these students in the Portuguese educational context; (3) Identifying their main educational/learning difficulties; (4) Proposing guidelines for an intervention plan to improve the integration and academic performance of these students. In summary, the purpose of this study is to identify levels of integration and academic performance of students who are children of immigrants from PALOP countries and ways to improve them. In order to collect data, two instruments were constructed and validated - questionnaires - one aimed at PALOP students attending basic education in various schools, and the other aimed at their teachers/class tutor. Once the surveys directed at students were collected, the data was organized into tables for later analysis. The data obtained through the questionnaires applied to teachers were also organized and analyzed. The data collected was subsequently cross-referenced to understand the school situation of these students in a more complete and in-depth manner and to be able to propose possible measures that could mitigate the problems detected. The results point to an overall positive integration of students in school, particularly at the 1st cycle level, but not so much in the 3rd cycle, although they point to some suggestions for improvement. In general, these students enjoy school and find teachers supportive when they have academic difficulties. Few students were held back in any academic year, but they pointed out some difficulties in certain curricular subjects.
Abstract: This work is part of the curricular plan of the Master's Degree in Social Intervention at the Escola Superior de Educação do Instituto Politécnico de Castelo Branco and deals with an investigation into the integration process and school performance of PALOP students of African origin attending basic education (first, second and third cycles) in Portugal. Education and the right to high quality education, to which we are all called, directly or indirectly, to contribute towards, are essential for a fairer, more cohesive society. Therefore, it is very important to understand the school reality in order to subsequently act in a well-founded manner. High quality education for everyone is a complex, multidimensional issue that is difficult to study as a whole. Consequently, we have to analyze it in parts, hence our work focusing on PALOP students coming from African countries. The problem “What is the integration and academic performance of African students from PALOP countries attending basic education in Portugal?” is divided into four objectives: (1) Understanding the level of integration of students whose parents are immigrants from PALOP countries in the Portuguese educational context; (2) Understanding the academic performance of these students in the Portuguese educational context; (3) Identifying their main educational/learning difficulties; (4) Proposing guidelines for an intervention plan to improve the integration and academic performance of these students. In summary, the purpose of this study is to identify levels of integration and academic performance of students who are children of immigrants from PALOP countries and ways to improve them. In order to collect data, two instruments were constructed and validated - questionnaires - one aimed at PALOP students attending basic education in various schools, and the other aimed at their teachers/class tutor. Once the surveys directed at students were collected, the data was organized into tables for later analysis. The data obtained through the questionnaires applied to teachers were also organized and analyzed. The data collected was subsequently cross-referenced to understand the school situation of these students in a more complete and in-depth manner and to be able to propose possible measures that could mitigate the problems detected. The results point to an overall positive integration of students in school, particularly at the 1st cycle level, but not so much in the 3rd cycle, although they point to some suggestions for improvement. In general, these students enjoy school and find teachers supportive when they have academic difficulties. Few students were held back in any academic year, but they pointed out some difficulties in certain curricular subjects.
Description
Trabalho de Projeto apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Intervenção Social Escolar.
Keywords
Alunos PALOP Integração Desempenho escolar Educação Básica. PALOP students Integration School performance Basic Education.