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A sensibilidade intercultural em estudantes do ensino superior
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Orientador(es)
Resumo(s)
Partindo do modelo de competência comunicativa intercultural de Chen e Starosta (1996),
este estudo, de natureza qualitativa e exploratória, visa analisar o nível de sensibilidade
intercultural, em estudantes de uma instituição do ensino superior portuguesa. Recorreu-
se a questionário (composto por questões sociodemográficas e domínio de outras línguas
para além da materna) e à escala de Sensibilidade Intercultural, traduzida e adaptada para
a língua portuguesa por Gonçalves (2010). A amostra de conveniência incluiu 189
estudantes, dos quais 90 eram portugueses e 99 provenientes de países de língua
portuguesa. A maioria era do sexo feminino (75,66%) e com uma média etária de 22,78
anos (DP = 4,72). Constatou-se um nível de sensibilidade intercultural médio-alto, com a
seguinte ordem decrescente nos fatores que compõem a escala: Respeito pelas Diferenças
Culturais, Implicação na interação, Atenção na interação, Satisfação na Interação e
Confiança na interação. Verificaram-se ainda diferenças na sensibilidade intercultural em
função do sexo, idade, domínio de outra língua e grupo de pertença. Especificamente
foram os estudantes autóctones, comparativamente com os estudantes provenientes de
otros países de língua portuguesa, que apresentaram maiores níveis de sensibilidade
intercultural e foram as alunas e os estudantes mais jovens que apresentaram níveis de
sensibilidade intercultural superiores. Os estudantes que dominavam outra língua, para
além da materna, demonstravam maiores níveis de sensibilidade intercultural. Com base
nos dados veiculados são ainda discutidas as implicações práticas dos resultados
encontrados.
Based on Chen and Starosta's (1996) model of intercultural communicative competence, this qualitative and exploratory study aimed to analyse the level of intercultural sensitivity among students of a Portuguese higher education institution. We used a questionnaire (composed of sociodemographic questions and domain of languages other than the native language) and the Intercultural Sensitivity scale, translated and adapted to the Portuguese language by Gonçalves (2010). The convenience sample included 189 students, of whom 90 were Portuguese and 99 were from Portuguese-speaking countries. The majority were female (75.66%) and with a mean age of 22.78 years (SD = 4.72). A medium-high level of intercultural sensitivity was found, with the following decreasing order in the factors that make up the scale: Respect for Cultural Differences, Implication in interaction, Attention in interaction, Satisfaction in interaction, and Trust in interaction. There were also differences in intercultural sensitivity according to gender, age, proficiency in another language, and group affiliation. Specifically, it was the native students, compared to students from other Portuguese-speaking countries, who showed higher levels of intercultural sensitivity, and it was the female and younger students who showed higher levels of intercultural sensitivity. Students who mastered another language, in addition to their native language, showed higher levels of intercultural sensitivity. The practical implications of the findings are discussed based on the data
Based on Chen and Starosta's (1996) model of intercultural communicative competence, this qualitative and exploratory study aimed to analyse the level of intercultural sensitivity among students of a Portuguese higher education institution. We used a questionnaire (composed of sociodemographic questions and domain of languages other than the native language) and the Intercultural Sensitivity scale, translated and adapted to the Portuguese language by Gonçalves (2010). The convenience sample included 189 students, of whom 90 were Portuguese and 99 were from Portuguese-speaking countries. The majority were female (75.66%) and with a mean age of 22.78 years (SD = 4.72). A medium-high level of intercultural sensitivity was found, with the following decreasing order in the factors that make up the scale: Respect for Cultural Differences, Implication in interaction, Attention in interaction, Satisfaction in interaction, and Trust in interaction. There were also differences in intercultural sensitivity according to gender, age, proficiency in another language, and group affiliation. Specifically, it was the native students, compared to students from other Portuguese-speaking countries, who showed higher levels of intercultural sensitivity, and it was the female and younger students who showed higher levels of intercultural sensitivity. Students who mastered another language, in addition to their native language, showed higher levels of intercultural sensitivity. The practical implications of the findings are discussed based on the data
Descrição
Palavras-chave
Sensibilidade intercultural Estudantes Ensino superior
Contexto Educativo
Citação
Novo, Rosa; Prada, Ana Raquel Russo (2023). A sensibilidade intercultural em estudantes do ensino superior. In Manuel Peralbo; Alicia Risso; Alfonso Barca; Juan Carlos Brenlla; Bento Duarte; Leandro Almeida; Anabela Cruz-Santos (Eds.). Actas del XVII Congreso Internacional Gallego-Portugués de Psicopedagogía. Coruña: Universidade. p. 1133-1147
Editora
Universidade de A Coruña