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A superdiversidade e as competências interculturais e plurilingues no ensino de Inglês no 1º Ciclo do Ensino Básico: criação e avaliação de percursos didático-pedagógicos
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Abstract(s)
Num contexto educativo cada vez mais marcado pela superdiversidade cultural, linguística e cognitiva, é imperativo repensar e adaptar as estratégias de ensino no 1º Ciclo do Ensino Básico (CEB). Neste sentido, o presente estudo tem como objetivo analisar de que forma a criação e implementação de percursos didático-pedagógicos, construídos com base em princípios de inclusão e de valorização da diversidade, pode promover o desenvolvimento de competências interculturais e plurilingues no ensino do inglês. Os estudos investigativos referenciados não só permitem compreender a importância destas competências e a sua relação com o ensino de línguas, nomeadamente o inglês, como também corroboram as experiências vividas em contexto de estágio pedagógico. Seguindo uma metodologia com contornos de investigação-ação, os dados recolhidos através de diários de bordo e questionários permitiram avaliar o impacto das práticas propostas e refletir criticamente sobre o papel do professor num ambiente escolar inclusivo. Os resultados indicam que as abordagens centradas na valorização da diversidade, aliadas a metodologias diferenciadas, contribuem positivamente para o envolvimento dos alunos, o desenvolvimento de competências linguísticas e culturais e a construção de ambientes de
aprendizagem mais equitativos e significativos.
In an educational context increasingly shaped by cultural, linguistic and cognitive superdiversity, it is imperative to rethink and adapt teaching strategies in Primary Education. In this regard, the present study aims to analyse how the creation and implementation of didactic-pedagogical pathways, built on principles of inclusion and valuing diversity, can promote the development of intercultural and plurilingual skills in English language teaching. The referenced research studies not only highlight the importance of these competences and their connection with language teaching, particularly English, but also corroborate the experiences lived during the internship. Following an action-research-oriented methodology, the data collected through journals and questionnaires made it possible to assess the impact of the proposed practices and reflect critically on the role of the teacher within an inclusive school environment. The results indicate that approaches focused on the appreciation of diversity, combined with differentiated methodologies, contribute positively to student engagement, the development of linguistic and cultural skills, and the construction of more equitable and meaningful learning environments.
In an educational context increasingly shaped by cultural, linguistic and cognitive superdiversity, it is imperative to rethink and adapt teaching strategies in Primary Education. In this regard, the present study aims to analyse how the creation and implementation of didactic-pedagogical pathways, built on principles of inclusion and valuing diversity, can promote the development of intercultural and plurilingual skills in English language teaching. The referenced research studies not only highlight the importance of these competences and their connection with language teaching, particularly English, but also corroborate the experiences lived during the internship. Following an action-research-oriented methodology, the data collected through journals and questionnaires made it possible to assess the impact of the proposed practices and reflect critically on the role of the teacher within an inclusive school environment. The results indicate that approaches focused on the appreciation of diversity, combined with differentiated methodologies, contribute positively to student engagement, the development of linguistic and cultural skills, and the construction of more equitable and meaningful learning environments.
Description
Keywords
Superdiversidade Competência intercultural Competência Plurilingue 1º Ciclo do Ensino Básico Percursos didático-pedagógicos Inclusão Superdiversity Intercultural competence Plurilingual competence Primary Education Didactic-pedagogical pathways
Pedagogical Context
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação
CC License
Without CC licence