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Abstract(s)
A inclusão escolar das crianças ciganas em Portugal é um tema relevante devido aos desafios
históricos e sociais enfrentados por esta população, frequentemente excluída do sistema
educativo. Este estudo foca-se nas perceções das crianças ciganas, das suas famílias e dos
professores, abordando as dinâmicas de inclusão escolar e os obstáculos que ainda persistem.
A literatura existente aponta para a discriminação e o abandono escolar precoce, mas poucos
estudos abordam as perceções das próprias crianças, das suas famílias e dos educadores, sendo
este o foco do trabalho. A metodologia qualitativa, com entrevistas semiestruturadas, foi
escolhida para explorar as experiências e opiniões dos participantes, permitindo um estudo
mais aprofundado das conceções envolvidas. Foram entrevistados professores, crianças
ciganas e suas famílias, visando compreender as dificuldades enfrentadas, as práticas
pedagógicas e os obstáculos à integração escolar. Os resultados sugerem que as crianças e as
famílias ciganas revelam perceções positivas sobre a importância da educação. A maioria das
famílias e crianças que manifestam perceções positivas residem em meio rural. Os dados das
professoras entrevistada revelam que existe necessidade de uma maior sensibilização para a
diversidade cultural e que importa investir na formação cultural dos professores no sentido de
ultrapassar algumas barreiras. O estudo conclui que, para melhorar a inclusão escolar das
crianças ciganas, é essencial a formação dos professores, o envolvimento das famílias e a
implementação de práticas pedagógicas mais inclusivas. Apesar do número reduzido de
participantes, este estudo sublinha a importância do alargamento da investigação sobre as
diferenças da inclusão das crianças ciganas, no meio rural e no meio urbano.
The school inclusion of Roma children in Portugal is a relevant topic due to the historical and social challenges this population faces, which is often excluded from the educational system. This study focuses on the perceptions of Romani children, their families, and teachers, addressing the dynamics of school inclusion and the persistent obstacles. Existing literature points to discrimination and early school dropout, but few studies explore the perceptions of the children themselves, their families, and educators, which is the focus of this work. A qualitative methodology, using semi-structured interviews, was chosen to explore the experiences and opinions of the participants, allowing for a deeper study of the concepts involved. Teachers, Romani children, and their families were interviewed to understand the difficulties, pedagogical practices, and obstacles to school integration. The results suggest that Roma children and families show positive perceptions regarding the importance of education. Most families and children with positive perceptions live in rural areas. Data from the interviewed teachers reveal a need for greater awareness of cultural diversity and highlight the importance of investing in teachers' cultural training to overcome certain barriers. The study concludes that teacher training, family involvement, and implementing more inclusive pedagogical practices are essential to improve the school's inclusion of Romani children. Despite the small number of participants, this study highlights the importance of expanding research on the differences in including Roma children in rural and urban settings.
The school inclusion of Roma children in Portugal is a relevant topic due to the historical and social challenges this population faces, which is often excluded from the educational system. This study focuses on the perceptions of Romani children, their families, and teachers, addressing the dynamics of school inclusion and the persistent obstacles. Existing literature points to discrimination and early school dropout, but few studies explore the perceptions of the children themselves, their families, and educators, which is the focus of this work. A qualitative methodology, using semi-structured interviews, was chosen to explore the experiences and opinions of the participants, allowing for a deeper study of the concepts involved. Teachers, Romani children, and their families were interviewed to understand the difficulties, pedagogical practices, and obstacles to school integration. The results suggest that Roma children and families show positive perceptions regarding the importance of education. Most families and children with positive perceptions live in rural areas. Data from the interviewed teachers reveal a need for greater awareness of cultural diversity and highlight the importance of investing in teachers' cultural training to overcome certain barriers. The study concludes that teacher training, family involvement, and implementing more inclusive pedagogical practices are essential to improve the school's inclusion of Romani children. Despite the small number of participants, this study highlights the importance of expanding research on the differences in including Roma children in rural and urban settings.
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Keywords
Etnia cigana Inclusão Escola Crianças