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Abstract(s)
A presente dissertação resulta de um trabalho de investigação desenvolvido no âmbito do
Mestrado em Educação Social - Educação e Intervenção ao Longo da Vida, no Instituto
Politécnico de Bragança. Trata-se de um estudo acerca do tema “A inclusão de jovens
guineenses no ensino superior politécnico a partir da perceção de um grupo de estudantes”
e apresenta a seguinte questão-problema: de que forma um grupo de jovens estudantes
guineenses perceciona a sua integração no ensino superior politécnico? Tem como
objetivos: analisar a forma como um grupo de jovens estudantes guineenses perceciona a
sua integração no ensino superior politécnico; identificar os obstáculos que os jovens
guineenses enfrentam no dia-a-dia e que dificultam a sua integração; reconhecer os fatores
de proteção que influenciam a sua integração; identificar os apoios e outras medidas que
contribuam para facilitar a integração destes jovens; analisar as estratégias utilizadas e
refletir sobre o seu contributo para a integração dos jovens guineenses. A metodologia
utilizada é de natureza qualitativa, utilizando a entrevista semiestruturada como
instrumento de recolha de dados, dirigida a trinta participantes (jovens estudantes
guineenses numa instituição do ensino superior politécnico). O grupo de participantes é
constituído maioritariamente por pessoas do sexo masculino. Quanto aos principais
resultados obtidos, podemos afirmar que estes estudantes, na sua maioria, consideram que
na sua integração realçam o apoio prestado pelos colegas e a ajuda disponibilizada pelos
professores e outras instituições da comunidade. Referem problemas de comunicação e
discriminação, destacando como maior dificuldade o momento de chegada. A maioria dos
estudantes assume que sentiu dificuldades de integração. Considerando a realidade em que
vivemos e a investigação realizada, consideramos que este estudo pode ser um contributo
particular, uma vez que parte da referência às necessidades manifestadas pelos próprios
estudantes guineenses. Destaca ainda algumas possibilidades de intervenção
socioeducativa que podem ser aplicadas pelo Educador social numa instituição do ensino
superior politécnico, de modo a melhorar a promoção da inclusão de jovens guineenses.
This dissertation is the result of research carried out as part of the Master's programme in Social Education - Lifelong Learning and Intervention at the Polytechnic Institute of Bragança. It is a study on the theme "The inclusion of young Guineans in polytechnic higher education from the perception of a group of students" and presents the following problem question: how does a group of young Guinean students perceive their integration into polytechnic higher education? Its objectives are: to analyse how a group of young Guinean students perceive their integration into polytechnic higher education; to identify the obstacles that young Guineans face on a daily basis and that hinder their integration; to recognise the protective factors that influence their integration; to identify the support and other measures that help facilitate the integration of these young people; to analyse the strategies used and reflect on their contribution to the integration of young Guineans. The methodology used is qualitative in nature, using semi-structured interviews as a data collection tool, aimed at thirty participants (young Guinean students at a polytechnic higher education institution). The majority of the participants were male. With regard to the main results obtained, we can say that the majority of these students consider that the support provided by their peers and the help offered by teachers and other community institutions is of particular importance in their integration. They mention communication problems and discrimination, with the greatest difficulty being the moment of arrival. The majority of students assume that they have had difficulties integrating. Considering the reality in which we live and the research carried out, we believe that this study can make a particular contribution, since it starts from the reference to the needs expressed by the Guinean students themselves. It also highlights some possibilities for socio-educational intervention that can be applied by the social educator in a polytechnic higher education institution, in order to improve the promotion of the inclusion of young Guineans.
This dissertation is the result of research carried out as part of the Master's programme in Social Education - Lifelong Learning and Intervention at the Polytechnic Institute of Bragança. It is a study on the theme "The inclusion of young Guineans in polytechnic higher education from the perception of a group of students" and presents the following problem question: how does a group of young Guinean students perceive their integration into polytechnic higher education? Its objectives are: to analyse how a group of young Guinean students perceive their integration into polytechnic higher education; to identify the obstacles that young Guineans face on a daily basis and that hinder their integration; to recognise the protective factors that influence their integration; to identify the support and other measures that help facilitate the integration of these young people; to analyse the strategies used and reflect on their contribution to the integration of young Guineans. The methodology used is qualitative in nature, using semi-structured interviews as a data collection tool, aimed at thirty participants (young Guinean students at a polytechnic higher education institution). The majority of the participants were male. With regard to the main results obtained, we can say that the majority of these students consider that the support provided by their peers and the help offered by teachers and other community institutions is of particular importance in their integration. They mention communication problems and discrimination, with the greatest difficulty being the moment of arrival. The majority of students assume that they have had difficulties integrating. Considering the reality in which we live and the research carried out, we believe that this study can make a particular contribution, since it starts from the reference to the needs expressed by the Guinean students themselves. It also highlights some possibilities for socio-educational intervention that can be applied by the social educator in a polytechnic higher education institution, in order to improve the promotion of the inclusion of young Guineans.
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Keywords
Integração académica Jovens guineenses Ensino superior politécnico Estudantes dos PALOP