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Modos de equivalência e integração dos alunos estrangeiros no sistema educativo português
| Resumo: | The reality of Portugal as a country of immigration puts our society in the presence of people from different nationalities, contributing to a rich variety of cultures where intercultural communication is a necessity and it’s essential for the understanding and well being between everyone. In this context, all schools are faced with new challenges imposed by an increasingly differentiated cultural background of students. This study, done under the master’s degree in Educational Administration, wants to know and understand the process of curricular equivalencies established by the Ministry of Education for foreign students in the Portuguese education system. This research work begins by tracing the evolution concerning the topic of multiculture, taking in mind that this is highly related to the dynamics of social life. Then, it’s made an analysis of the processes of curricular equivalencies of students from Angola, Brazil and Cape Verde and its implications in their school life. For this purpose, we’ve done a qualitative investigation using case studies as a research strategy and collected data trough document analysis and interview surveys. Given the research objectives defined as well as the research questions, the results obtained allow us to think that the answer to the integration of foreign students in schools, trough the model of equivalence in force in Portuguese education system, reveals some weaknesses and also poses incoming challenges to schools as we know them, such as the application of the ordinance nº224/2006 of 8 March and ordinance nº 669/2006 of 12 July. Therefore, knowing that immigration policies are increasingly concerned about matters such as inclusion, it was possible to deduce that the main obstacles to the implementation of the model equivalences pass through developing diversified strategies to support the integration in school by foreign students, taking into account the curricular plans of the countries involved, language fluency, the students age and the length of stay in Portugal |
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| Autores: | Almeida, Ana Patrícia; Pratas, Helena |
| Assunto: | Education Inclusion Curricular plans and curricular equivalencies Multiculturalism Inclusão Educação Planos curriculares e equivalências curriculares Multiculturalismo |
| Ano: | 2015 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Identificadores: | ID: 201833581 |
| Tipo de acesso: | Aberto |
| Instituição associada: | Repositório Comum, Instituto Superior de Educação e Ciências, Repositório Comum, Repositório Comum, Instituto Superior de Ciências Educativas |
| Código do projeto financiado: | 201833581 |
| Idioma: | português |
| Origem: | Repositório Comum |
| Resumo: | The reality of Portugal as a country of immigration puts our society in the presence of people from different nationalities, contributing to a rich variety of cultures where intercultural communication is a necessity and it’s essential for the understanding and well being between everyone. In this context, all schools are faced with new challenges imposed by an increasingly differentiated cultural background of students. This study, done under the master’s degree in Educational Administration, wants to know and understand the process of curricular equivalencies established by the Ministry of Education for foreign students in the Portuguese education system. This research work begins by tracing the evolution concerning the topic of multiculture, taking in mind that this is highly related to the dynamics of social life. Then, it’s made an analysis of the processes of curricular equivalencies of students from Angola, Brazil and Cape Verde and its implications in their school life. For this purpose, we’ve done a qualitative investigation using case studies as a research strategy and collected data trough document analysis and interview surveys. Given the research objectives defined as well as the research questions, the results obtained allow us to think that the answer to the integration of foreign students in schools, trough the model of equivalence in force in Portuguese education system, reveals some weaknesses and also poses incoming challenges to schools as we know them, such as the application of the ordinance nº224/2006 of 8 March and ordinance nº 669/2006 of 12 July. Therefore, knowing that immigration policies are increasingly concerned about matters such as inclusion, it was possible to deduce that the main obstacles to the implementation of the model equivalences pass through developing diversified strategies to support the integration in school by foreign students, taking into account the curricular plans of the countries involved, language fluency, the students age and the length of stay in Portugal |
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