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Advisor(s)
Abstract(s)
A premência do desenvolvimento de uma consciência social e cultural para uma identidade global, multilingue, mas respeitadora das diversidades culturais, pressupõe uma reflexão sobre a atualização de conceitos, critérios e paradigmas culturais. Espera-se que as comunidades criem respostas para os obstáculos e dificuldades emergentes, em que a comunicação se perspetiva como chave para a construção de uma cidadania ativa/intercultural. Numa atitude de cooperação, proteção e promoção da(s) diversidade(s) cultural(is), valorizam-se intercâmbios numa postura de liberdade de expressão, aceitação do multilinguismo, acesso às expressões artísticas, conhecimento científico e tecnológico. A língua inglesa analisa-se como língua de interface e de interação eficaz. As experiências de partilha de conhecimento (estudantes em mobilidade académica e professores visitantes) devem contribuir para o desenvolvimento da formação pessoal e intelectual e permitir a construção de uma consciência identitária e ser um meio facilitador da integração/inclusão. Assim, propusemo-nos perceber que valor atribuem os estudantes do ensino superior ao conhecimento de uma língua estrangeira, que relação estabelecem com essa facilidade de comunicação, para além de compreender a(s) sua(s) identidade(s) sobre a(s) diversidade(s) cultural(is) nesta aldeia global. Como instrumento de recolha de dados recorremos ao inquérito por questionário, aplicado a alunos de uma IES. Entre as conclusões, regista-se a atribuição de pontos positivos às experiências em contexto de sala de aula, apesar das dificuldades de comunicação, a valorização do conhecimento dos comportamentos sociais nacionais e internacionais/europeus, bem como a tomada de consciência sobre a(s) diversidade(s) cultural(is) e necessidade de respeito por todas as expressões culturais e patrimoniais locais/regionais e nacionais
The urgency of developing a social and cultural awareness for a global, multilingual identity, but respectful of cultural diversities, presupposes a reflection on the updating of concepts, criteria and cultural paradigms. Communities are expected to create responses to emerging obstacles and difficulties, in which communication is seen as a key to building an active/intercultural citizenship. In an attitude of cooperation, protection and promotion of cultural diversity(ies), exchanges are valued in an attitude of freedom of expression, acceptance of multilingualism, access to artistic expressions, scientific and technological knowledge. The English language is analysed as a language of interface and effective interaction. Knowledge sharing experiences (students in academic mobility and visiting professors) should contribute to the development of personal and intellectual training and allow the construction of an identity consciousness and be a means of facilitating integration/inclusion. Thus, we set out to understand what value higher education students attach to the knowledge of a foreign language, what relationship they establish with this ease of communication, in addition to understanding their identity(ies) over the cultural diversity(ies) in this global village. As a data collection instrument, we used the questionnaire survey, applied to students from an HEI. Among the conclusions, there is the attribution of positive points to the experiences in the classroom context, despite the communication difficulties, the appreciation of the knowledge of national and international/european social behaviours, as well as the awareness of the diversity(ies) cultural and the need to respect all local/regional and national cultural and heritage expressions
The urgency of developing a social and cultural awareness for a global, multilingual identity, but respectful of cultural diversities, presupposes a reflection on the updating of concepts, criteria and cultural paradigms. Communities are expected to create responses to emerging obstacles and difficulties, in which communication is seen as a key to building an active/intercultural citizenship. In an attitude of cooperation, protection and promotion of cultural diversity(ies), exchanges are valued in an attitude of freedom of expression, acceptance of multilingualism, access to artistic expressions, scientific and technological knowledge. The English language is analysed as a language of interface and effective interaction. Knowledge sharing experiences (students in academic mobility and visiting professors) should contribute to the development of personal and intellectual training and allow the construction of an identity consciousness and be a means of facilitating integration/inclusion. Thus, we set out to understand what value higher education students attach to the knowledge of a foreign language, what relationship they establish with this ease of communication, in addition to understanding their identity(ies) over the cultural diversity(ies) in this global village. As a data collection instrument, we used the questionnaire survey, applied to students from an HEI. Among the conclusions, there is the attribution of positive points to the experiences in the classroom context, despite the communication difficulties, the appreciation of the knowledge of national and international/european social behaviours, as well as the awareness of the diversity(ies) cultural and the need to respect all local/regional and national cultural and heritage expressions
Description
Keywords
Estudantes Globalização Diversidade cultural Comunicação Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Castro, Marília; Ribeiro, Maria do Céu (2022) Identidade(s) europeia(s) e diversidade(s) cultural(is): perceções dos estudantes. EduSer - Revista de Educação. ISSN 1645-4774. 14:2, p. 1-8
Publisher
Instituto Politécnico de Bragança