| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 29.4 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O social é muito diverso e ao mesmo tempo muito complexo, deste modo toda e qualquer realidade deve ser alvo de estudos específicos e concretos para que possamos
de algum modo analisar para melhor compreender o meio que nos rodeia.
Para compreender "O papel da educação familiar e da educação escolar na in(ex)clusão de jovens alunos de etnia cigana" partiu-se da formulação do problema
"Poderão as tradições familiares dos jovens alunos de etnia cigana contribuir para a sua
in(ex)clusão social quando frequentam o ensino formal?," para o qual foram definidos
os objetivos como perceber melhor o papel da educação familiar para os jovens de etnia
cigana; compreender em que medida a educação escolar contribui para uma
in(ex)clusão de jovens alunos de etnia cigana e identificar formas em que os jovens
alunos de etnia cigana se expressam socialmente, a fim de se poderem sentir integrados
e de perspetivarem o seu próprio futuro.
Para tal, selecionou-se uma mostra intencional, com cinco alunos/as de etnia
cigana a frequentarem o Agrupamento de Escolas Drº Júlio Martins e foi usada uma
metodologia qualitativa que permitiu, através de cinco entrevistas semidiretivas fazer
uma analise de conteúdo que permitiu uma compreensão do tema em estudo.
Alem destas cinco entrevistas foram ainda realizadas mais duas, uma a um
pai/encarregado de educação e outra a uma professora do referido agrupamento que pela
sua experiencia em lidar com alunos/as de etnia cigana constituiu uma mais - valia para
este estudo.
Foi, pois, importante auscultar a opinião dos filhos e filhas não só em relação à
educação familiar, como também à educação escolar, verificar se há ou não pontos em
comum, divergências, aspetos mais e mesmos positivos entre ambas.
Através de uma analise aos diversos testemunhos verifica-se que continuam a
predominar os ensinamentos, com base na educação familiar e sobre a própria educação
escolar.
Deste modo a educação familiar na etnia cigana continua a ser base da
construção identitária dos filhos, sendo que à própria escola apenas lhe é atribuído um
valor secundário ou algo que surge como forma de complementar a própria educação
familiar.
The social is very diverse and even very complex time, this whole reality any way and should be targeted for specific studies and concrete so we can somehow analyze to better understand the environment around us. To understand "The role of family education and school education in the former (in) exclusion of young Roma students" broke the formulation of the problem "Can the family traditions of young Roma students contribute to their (in) exclusion when attending formal social learning ?, "to which the objectives were defined as better understand the role of family education for young Roma; understand the extent to which education contributes to an (in) exclusion of young Roma students and identify ways in which young Roma students express themselves socially in order to be able to feel integrated and perspective their own future. To this end, we selected a purposive shows, with five students I the Roma to attend the Group of Schools Drº Júlio Martins and used a qualitative methodology that allowed through five semi-directive interviews do a content analysis that allowed an understanding the topic being studied. Besides these five interviews were also conducted two more, one to a parent I guardian and the other a teacher of that grouping by their experience in dealing with students I the Roma constituted a surplus - value for this study. It was therefore important to gauge the opinion of the sons and daughters not only in relation to family education, school education but also to verify whether or not there are commonalities, differences, and these more positive aspects of both. Through an analysis of the various witnesses it appears that continue to dominate the teaching based on family education and school education on their own. Thus family education in Roma continues to be the basis of identity construction of the children, and the school itself only assigned a secondary value or something that comes as a way to supplement the family education itself.
The social is very diverse and even very complex time, this whole reality any way and should be targeted for specific studies and concrete so we can somehow analyze to better understand the environment around us. To understand "The role of family education and school education in the former (in) exclusion of young Roma students" broke the formulation of the problem "Can the family traditions of young Roma students contribute to their (in) exclusion when attending formal social learning ?, "to which the objectives were defined as better understand the role of family education for young Roma; understand the extent to which education contributes to an (in) exclusion of young Roma students and identify ways in which young Roma students express themselves socially in order to be able to feel integrated and perspective their own future. To this end, we selected a purposive shows, with five students I the Roma to attend the Group of Schools Drº Júlio Martins and used a qualitative methodology that allowed through five semi-directive interviews do a content analysis that allowed an understanding the topic being studied. Besides these five interviews were also conducted two more, one to a parent I guardian and the other a teacher of that grouping by their experience in dealing with students I the Roma constituted a surplus - value for this study. It was therefore important to gauge the opinion of the sons and daughters not only in relation to family education, school education but also to verify whether or not there are commonalities, differences, and these more positive aspects of both. Through an analysis of the various witnesses it appears that continue to dominate the teaching based on family education and school education on their own. Thus family education in Roma continues to be the basis of identity construction of the children, and the school itself only assigned a secondary value or something that comes as a way to supplement the family education itself.