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Authors
Abstract(s)
O presente projeto de investigação reporta ao ensino do Inglês,
perspetivando-se no 1º Ciclo do Ensino Básico, e diverge em torno da
interculturalidade, em particular na Europa, convergindo em alguns aspetos
que me inquietam ao nível social, como a xenofobia. A definição de europeu
para o mundo é algo em que me irei debruçar, ao nível do seu signo e
significado. O meu testemunho enquanto emigrante legitima essa inquietação
e interesse, pela forma como a interculturalidade é integrada no ensino, e
pode ser usada no desenho de uma sociedade mais pacífica, integradora, e
justa para a diversidade humana.
Deste estudo pretende-se revelar a importância da abordagem
intercultural no ensino; averiguar através de uma análise, se nas metas
curriculares e manuais de Inglês, Estudo do Meio, e Português existem
conteúdos relevantes e prestáveis nessa abordagem; entender de que forma
a abordagem intercultural contribui para o ensino do Inglês no 1º ciclo; e
finalmente procurar metodologias pedagógicas inovadoras que facilitem este
trabalho.
Os resultados deste estudo revelam uma parca abordagem intercultural
nas representações em manuais escolares, e nas metas curriculares, e
apontam para a necessidade de utilização de métodos de trabalho
alternativos, como a Filosofia para Crianças, enquanto método de estudo e de
pensamento. O desígnio deste estudo não pretende colocar no ensino do
Inglês a ambição de resolver problemas sociais tão graves quanto a xenofobia,
mas propõe um ensino de consequências comportamentais, relevantes para
os jovens cidadãos deste “Velho Mundo”.
This research project reffers to the teaching of English, focusing on the 1st Cycle of Basic Education, and diverges around interculturality, particularly in Europe, converging on some aspects that worry me at the social level, such as xenophobia. The definition of European for the world is something that I will look at, at the level of its sign and meaning. My testimony as an emigrant legitimizes this concern and interest in the way interculturality is integrated into teaching and can be used in the design of a more peaceful, inclusive, and just society for human diversity. This study intends to reveal the importance of the intercultural approach in teaching; to ascertain through an analysis, if in curriculum goals and textbooks of English, Study of the Environment, and Portuguese, there are relevant and useful contents in this approach; Understand how the intercultural approach contributes to the teaching of English in the 1st cycle; And finally seek innovative pedagogical methodologies. The results of this study reveal a weak intercultural approach in representations in school textbooks and curriculum goals, and point to the need to use alternative working methods, such as Philosophy for Children, as a method of study and thinking. The purpose of this study is not to put in the teaching of English the ambition to solve social problems as serious as xenophobia, but proposes a teaching of behavioral consequences relevant to the young citizens of this Old World.
This research project reffers to the teaching of English, focusing on the 1st Cycle of Basic Education, and diverges around interculturality, particularly in Europe, converging on some aspects that worry me at the social level, such as xenophobia. The definition of European for the world is something that I will look at, at the level of its sign and meaning. My testimony as an emigrant legitimizes this concern and interest in the way interculturality is integrated into teaching and can be used in the design of a more peaceful, inclusive, and just society for human diversity. This study intends to reveal the importance of the intercultural approach in teaching; to ascertain through an analysis, if in curriculum goals and textbooks of English, Study of the Environment, and Portuguese, there are relevant and useful contents in this approach; Understand how the intercultural approach contributes to the teaching of English in the 1st cycle; And finally seek innovative pedagogical methodologies. The results of this study reveal a weak intercultural approach in representations in school textbooks and curriculum goals, and point to the need to use alternative working methods, such as Philosophy for Children, as a method of study and thinking. The purpose of this study is not to put in the teaching of English the ambition to solve social problems as serious as xenophobia, but proposes a teaching of behavioral consequences relevant to the young citizens of this Old World.
Description
Keywords
Interculturalidade Empatia Alteridade Filosofia para crianças Inglês Interculturality Empathy Otherness Philosophy for Children English
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação