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Tese Mestrado - As Redes Sociais na Internet como Ferramantas de Integração Cultural no Ensino

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O trabalho apresentado nas próximas páginas foi desenvolvido no âmbito do "trabajo fin de máster investigador", do curso de "Educación Intercultural" da Universidade de Huelva.

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Page 1: Tese Mestrado - As Redes Sociais na Internet como Ferramantas de Integração Cultural no Ensino
Page 2: Tese Mestrado - As Redes Sociais na Internet como Ferramantas de Integração Cultural no Ensino

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Page 4: Tese Mestrado - As Redes Sociais na Internet como Ferramantas de Integração Cultural no Ensino

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Categorias Nota de Campo 1 Nota de Campo 2 Nota de Campo 3

utili

zaçã

o_tic

(…) (…) (…) (…) util_pc_casa “Professor: Assim, aqui os alunos podem

aceder aos materiais a partir de casa e trabalharem o Português”.

util_pc_escola (…) “O professor reservou dois computadores para poder trabalhar com estes alunos. Eu coloquei-me inicialmente mais afastado dos computadores, para não exercer pressão sobre os alunos e deixá-los à vontade. Ao longo da aula fui andando pela sala para observar o trabalho dos alunos.” “O professor respondeu-me: “Olha, vou ao Google e faço a tradução para Hindi. Depois copio os caracteres para o Word e monto as fichas assim.”” “C.O.: O professor Luís Reis é um utilizador activo das TIC. Revela bastante interesse nas TIC, participando em várias acções de formação que se fazem na escola e está sempre a tentar encontrar novas ferramentas para trabalhar. Utiliza as TIC regularmente na sua prática lectiva, ao contrario de muitos colegas seus do grupo disciplinar de Português que tem alguma aversão às TIC.”

“Ao contrario da biblioteca a sala não dispõe de computadores.” “Segundo o professor: “Utilizo a Internet para pesquisar exercícios para eles. Ando sempre à procura de coisas novas e que vão ao encontro dos interesses dos alunos. É mais fácil eles desenvolverem o Português quando se fala de coisas que eles gostem.””

“Para apoiar todo o seu trabalho, o professor Luís utiliza a plataforma Moodle da escola, na qual criou uma página para a sua disciplina. Esta página é a base das suas actividades com os alunos estrangeiros. Segundo o professor, “Levou-me algum tempo a construir e a compilar todos estes materiais e recursos. Tenho vindo a aproveitar e a melhorar de uns anos para os outros. Assim, aqui os alunos podem aceder aos materiais a partir de casa e trabalharem o Português.”” (…)

(…) (…) (…) (…)

rede

s_so

ciai

s

redes_utilizadas “O professor disse: “Não me parece que eles saibam o que são as redes sociais. Como viste, eles são muito limitados e nem têm computador em casa.””

“Falamos em vários nomes, como Hi5, Facebook, MySpace, entre outros, para perguntarmos se os alunos conheciam alguma rede social. O aluno MH disse: “Orkut!”. O professor olhou para mim com um ar espantado, ao qual eu sorri. Disse ao aluno: “Show me.”” “O aluno MH abriu a página do Orkut, uma rede social associada ao Google e mostrou-nos os seus amigos na rede.”

(…) (…) (…) (…) /)G%-)*P*Y*6T%UV-2*(%*B)1%X2&#a)CD2*()'*"21)'*(%*B)UV2*

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Categorias CL LM VP (…)

cara

cter

istic

as_p

esso

ais

natural “Cabo Verde, Praia” “Ucrânea” (…) Idade “14 anos” “15 anos” (…) linguas “HM: Tu tens a

vantagem de já falar Português, não é? Lá em cabo Verde falavas Português? CL: Mais ou menos. HM: Mas aprendem Português na escola? CL: Sim. HM: Em casa que língua falavas? CL: Crioulo.” “HM: Como foi a tua integração nas aulas ao nível da língua? Conseguias perceber bem os professores e os colegas ou tiveste alguma dificuldade? CL: Sim, mais ao menos. O Português daqui é um pouco diferente.”

“HM: As aulas em Cabo Verde era em que língua? LM: Em Português. HM: E em casa que língua falavas? LM: Crioulo.” “HM: Então só falavas Português na escola? LM: Sim, mas com os colegas falava Crioulo. Com os professores é que falava Português.” “LM: Comecei a falar Português no verão. HM: Então não foi na escola? LM: Não. HM: Então como foi? LM: Foi com os amigos.” “HM: Então só falavas Português na escola? LM: Sim, mas com os colegas falava Crioulo. Com os professores é que falava Português.”

“HM: Em casa só falas Português ou também falas outras línguas? VP: Não, também falo outras línguas. Os meus pais falam Ucraniano, mas eu falo tudo misturado? HM: Como assim? VP: Eu falo mais Ucraniano, mas sem dar por conta digo outras palavras.” “VP: É que na Ucrânia eu vivia ao pé da Moldávia e ai também falávamos Moldávo. Por isso aprendi a língua Moldava e pela televisão aprendi Ucraniano. HM: Aprendeste pela televisão sozinho? VP: Sim HM: Não aprendeste na escola? VP: Não.” (…)

(…)

(…) (…) (…) (…) (…) /)G%-)*Q*Y*6T%UV-2*(%*B)1%X2&#a)CD2*()'*%"1&%$#'1)'*)2'*)-,"2'*

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(…) (…) Alunos_apoio_PT “Ora bem, no ensino básico são 19 alunos.”

“No secundário são mais 9 alunos do nível intermédio e 2 alunas do nível avançado. São 11 alunos.” Medidas_integração “LM: É sobretudo esse estudo acompanhado, em que há um reforço de Língua Portuguesa e um reforço de

matemática e então nós vamos buscar os alunos estrangeiros neste estudo acompanhado para progredirem ainda mais na nossa língua.” “É neste estudo acompanhado que é o projecto de Português +, que foi elaborado pela directora desta escola e então eu estou com muito gosto a pô-lo em prática. Durante as aulas de estudo acompanhado, estes alunos tem aulas exclusivamente comigo, portanto de forma mais particularizada.” “(…) eu no final de cada período lectivo tenho feitos relatórios da evolução. Relatórios individuais sobre cada aluno e esses relatórios vão a conselho de turma e posteriormente também são dados a conhecer aos encarregados de educação. Acho que o trabalho está a ser feito, de forma a que se consiga melhorar, que se consigam integrar melhor na nossa escola.” (…) “(…) eles estão ligados ao mundo. Estão ligados de forma comunicativa com o planeta. Eles trabalham, realmente isso tudo. Eu poderia a partir dai tentar arranjar formas de enriquecer e lhes colocar mais desafios, através dessas redes.” “(…) como falaste nestas redes sociais, eu tenho procurado ligar-me um pouco mais a elas e tenho reparado que sem dúvida terão potencialidades enormes e então ainda estou em fase de adaptação. Os alunos enviam-me os convites do Facebook, mas para jogar no Farmvile e outros. Tenho de procurar um outro tipo de partilhas, mas é sempre difícil motivá-los para os conteúdos a leccionar.”

(…) Medidas_ministério “Os objectivos previstos pelo ministério, são mesmo esta interculturalidade, que haja esta adaptação.”

“Mas claro que o ministério prevê que haja esta aproximação cultural entre os nossos alunos. Obviamente prevê e nós vamos tentando pôr esses objectivos em prática com as nossas actividades.”

(…) (…) /)G%-)*IR*Y*6T%UV-2*(%*B)1%X2&#a)CD2*()*%"1&%$#'1)*)2*V&2A%''2&*

*

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