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A interculturalidade: o papel do professor e as estratégias a aplicar nas aulas de Português e de Inglês
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O documento surge no âmbito do Mestrado em Ensino de Português e de Inglês no 2.º Ciclo do Ensino Básico, da Faculdade de Ciências Sociais e Humanas da Universidade dos Açores. Neste documento é feita uma apresentação, análise e reflexão das práticas educativas desenvolvidas ao longo dos Estágios I e II, realizados em Inglês e Português, respetivamente. A interculturalidade foi abordada, sempre que possível, ao longo dos Estágios. Além disso, procurou-se perceber, junto dos professores da área, o papel que lhes é atribuído enquanto promotores de interculturalidade, as estratégias mais utilizadas em contexto de escola/ sala de aula e a importância de os alunos aprenderem sobre outras culturas no ensino de uma língua.
Para o nosso estudo, foram elaborados dois questionários sobre interculturalidade, um direcionado aos alunos e outro aos professores. Numa primeira fase, os questionários foram implementados aos alunos (n=59) com o propósito de apurar a sua perceção sobre o significado de interculturalidade e compreender se apelam à interculturalidade em contexto escolar e/ou na comunidade onde estão inseridos. Numa segunda fase, foi aplicado um questionário aos professores das escolas de Angra do Heroísmo (n=23) com o intuito de perceber a relevância que os mesmos dão à interculturalidade e a forma como eles gerem o diálogo entre as diversidades nas suas aulas.
Através dos resultados obtidos, é evidente a relevância atribuída à interculturalidade, uma vez que tanto alunos como professores destacaram a importância da cultura no contexto do ensino das línguas. Além disso, foi consensual que o professor confere um papel crucial enquanto promotor de interculturalidade.
Enquanto professora-estagiária, o estágio proporcionou-me a possibilidade de vivenciar diretamente a realidade da docência, possibilitando o desenvolvimento de competências tanto profissionais como pessoais.
ABSTRACT: This document is part of the the Masters course in Teaching Portuguese and English in the 2nd Cycle of Elementary Education at the Faculty of Social Sciences and Humanities, University of the Azores. It presents, analyzes, and reflects on the educational practices developed throughout Internships I and II, carried out in English and Portuguese, respectively. Interculturality was addressed whenever possible during both internships. In addition, efforts were made to understand, in collaboration with subject teachers, the role attributed to interculturality as a tool for promoting cultural awareness, the most commonly used strategies in school/classroom contexts, and the importance of students learning about other cultures within the scope of language teaching. For this study, two questionnaires on interculturality were developed — one directed at students and the other at teachers. During the first phase, the questionnaires were administered to students (n=59) to assess their understanding of the concept of interculturality and to determine whether they engage with it in the school context and/or within their communities. In the second phase, a questionnaire was applied to teacher (n=23) from schools in Angra do Heroísmo to understand the importance they assign to interculturality and how they manage dialogue between cultural diversities in their classrooms. The results clearly highlight the significance attributed to interculturality, as both students and teachers emphasized the importance of culture in the context of language education. Moreover, there was a consensus that the teacher plays a crucial role as a promoter of interculturality. As a student-teacher, the internship provided me the opportunity to experience the realities of teaching firsthand and the development of both professional and personal skills.
ABSTRACT: This document is part of the the Masters course in Teaching Portuguese and English in the 2nd Cycle of Elementary Education at the Faculty of Social Sciences and Humanities, University of the Azores. It presents, analyzes, and reflects on the educational practices developed throughout Internships I and II, carried out in English and Portuguese, respectively. Interculturality was addressed whenever possible during both internships. In addition, efforts were made to understand, in collaboration with subject teachers, the role attributed to interculturality as a tool for promoting cultural awareness, the most commonly used strategies in school/classroom contexts, and the importance of students learning about other cultures within the scope of language teaching. For this study, two questionnaires on interculturality were developed — one directed at students and the other at teachers. During the first phase, the questionnaires were administered to students (n=59) to assess their understanding of the concept of interculturality and to determine whether they engage with it in the school context and/or within their communities. In the second phase, a questionnaire was applied to teacher (n=23) from schools in Angra do Heroísmo to understand the importance they assign to interculturality and how they manage dialogue between cultural diversities in their classrooms. The results clearly highlight the significance attributed to interculturality, as both students and teachers emphasized the importance of culture in the context of language education. Moreover, there was a consensus that the teacher plays a crucial role as a promoter of interculturality. As a student-teacher, the internship provided me the opportunity to experience the realities of teaching firsthand and the development of both professional and personal skills.
Descrição
Dissertação de Mestrado, Ensino de Português e de Inglês no 2.º Ciclo do Ensino Básico, 12 de setembro de 2025, Universidade dos Açores.
Palavras-chave
Aprendizagens essenciais Cidadania Cultura Desenvolvimento pessoal Ensino das línguas Interculturalidade Professor Promotor
Contexto Educativo
Citação
MENDES, Carolina Marques. (2025). "A interculturalidade: o papel do professor e as estratégias a aplicar nas aulas de Português e de Inglês". Ponta Delgada: Universidade dos Açores, 2025, 106 p. Dissertação de Mestrado em Ensino de Português e de Inglês no 2.º Ciclo do Ensino Básico. Disponível em http://hdl.handle.net/10400.3/8866