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Prática de ensino supervisionada - Desafios da interculturalidade no jardim de infância e na escola do 1.º ciclo do ensino básico
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O presente Relatório Final de Estágio, elaborado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, centra-se na temática da educação intercultural e no papel do educador enquanto mediador. O estudo desenvolve-se a partir de experiências de ensino e aprendizagem implementadas em diferentes contextos educativos, creche, pré-escolar e 1.º ciclo do ensino básico, que valorizam a diversidade cultural e incentivam o diálogo e o respeito mútuo entre as crianças. Neste sentido, o relatório procurou i) desenvolver experiências pedagógicas que proporcionassem o contacto direto com a diversidade cultural, ii) consciencializar as crianças para o respeito pelas diferenças culturais e iii) compreender o contributo que a escola pode assumir na educação da e para a cidadania democrática. Estes objetivos orientaram todo o processo investigativo e sustentaram a reflexão crítica sobre as práticas interculturais vivenciadas. Este trabalho reforça a importância da Interculturalidade como um eixo transversal da educação, salientando que o educador ou professor desempenha um papel fundamental na criação de pontes entre culturas e na promoção de uma escola verdadeiramente aberta à Diversidade. Com base numa metodologia qualitativa, apoiada no modelo de investigação-ação, procurou-se compreender de que forma a interculturalidade pode ser integrada nas práticas quotidianas, contribuindo para a construção de um ambiente educativo culturalmente mais positivo e democrático. Os
resultados obtidos evidenciam que o desenvolvimento de práticas interculturais favorece a empatia, a cooperação e o sentido de pertença. As crianças, quando expostas a diferentes culturas e modos de vida, revelam-se mais tolerantes, curiosas e participativas, reconhecendo o valor das diferenças como parte essencial da convivência humana.
This Final Internship Report, prepared within the scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, focuses on the theme of intercultural education and the role of the educator as a mediator. The study is developed from teaching and learning experiences implemented in different educational contexts, nursery, pre-school and 1st cycle of basic education, which value cultural diversity and encourage dialogue and mutual respect among children. In this sense, the report sought to develop pedagogical experiences that would provide direct contact with cultural diversity, raise children's awareness of respect for cultural differences and understand the contribution that the school can make in the education of and for democratic citizenship. These objectives guided the entire investigative process and supported critical reflection on the intercultural practices experienced. This work reinforces the importance of interculturality as a transversal axis of education, stressing that the educator or teacher plays a fundamental role in creating bridges between cultures and in promoting a school that is truly open to diversity. Based on a qualitative methodology, supported by the action research model, we sought to understand how interculturality can be integrated into daily practices, contributing to the construction of a more culturally positive and democratic educational environment. The results obtained show that the development of intercultural practices favors empathy, cooperation and a sense of belonging. Children, when exposed to different cultures and ways of life, reveal themselves to be more tolerant, curious and participative, recognizing the value of differences as an essential part of human coexistence.
This Final Internship Report, prepared within the scope of the Master's Degree in Pre-School Education and Teaching of the 1st Cycle of Basic Education, focuses on the theme of intercultural education and the role of the educator as a mediator. The study is developed from teaching and learning experiences implemented in different educational contexts, nursery, pre-school and 1st cycle of basic education, which value cultural diversity and encourage dialogue and mutual respect among children. In this sense, the report sought to develop pedagogical experiences that would provide direct contact with cultural diversity, raise children's awareness of respect for cultural differences and understand the contribution that the school can make in the education of and for democratic citizenship. These objectives guided the entire investigative process and supported critical reflection on the intercultural practices experienced. This work reinforces the importance of interculturality as a transversal axis of education, stressing that the educator or teacher plays a fundamental role in creating bridges between cultures and in promoting a school that is truly open to diversity. Based on a qualitative methodology, supported by the action research model, we sought to understand how interculturality can be integrated into daily practices, contributing to the construction of a more culturally positive and democratic educational environment. The results obtained show that the development of intercultural practices favors empathy, cooperation and a sense of belonging. Children, when exposed to different cultures and ways of life, reveal themselves to be more tolerant, curious and participative, recognizing the value of differences as an essential part of human coexistence.
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Keywords
Educação intercultural Diversidade cultural Prática de ensino supervisionada Cidadania