Identidades no cotidiano intercultural nas suas dimensões contextuais
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Arquivos
Data
2013
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Corrêa, Marlene
Orientador
Mwewa, Christian Muleka
Coorientador
Resumo
Esta tese tem como objetivo de estudo a investigação da interação de identidade entre natos e migrantes no contexto multi/intercultural; uma perspectiva epistemológica no campo do construcionismo social, no qual se observa a identidade como algo relacional. Trata-se de um estudo quanto-qualitativo que busca analisar alguns aspectos do processo de construção da identidade dos alunos migrantes da Escola de Ensino Básico Irmã Maria Teresa, situada em Palhoça/SC, a partir da experiência da pesquisadora como Professora de História e Orientadora Educacional dessa Instituição. O referencial teórico tem como ponto de partida a multi/interculturalidade como conceito para a compreensão dos processos da diversidade cultural e construções de identidades no contexto escolar, frente aos natos e migrantes. Neste trabalho, observa-se que a escola intercultural, com base no multi/interculturalismo presente no contexto escolar, ainda é um desejo. O professor enfrenta dificuldade para trabalhar com a diversidade étnico cultural que ele encontra na escola. De modo geral, pelos dados obtidos, é visível que as questões do multiculturalismo e interculturalismo, na formação das identidades da escola, não são adequadamente trabalhadas. Os professores não estão preparados para a multi/interculturalidade que se apresenta hoje no ambiente escolar, sua formação não os tem preparado para as situações reais e os currículos escolares não têm respondido à necessidade de compreender os modos pelas quais a escola reproduz as desigualdades sociais. Finalmente, com base nesse referencial, argumentamos ser possível desafiar as condições hegemônicas que produzem as diferenças e as desigualdades a partir do diálogo que permita aos jovens estudantes, não apenas perceber os aspectos ideológicos presentes no cotidiano escolar, mas transformá-lo.
The aim of this thesis is to study and investigate the interaction identity between innate and emigrant in a multi- intercultural context, an epistemological perspective in the socialconstructivism field, in which can be observed identity as something related. It is a qualitative study whose aim is to analyze some aspects related to identity process construction of emigrant students from State Elementary School Irma Maria Teresa, which is located in Palhoça, Santa Catarina, Brazil. This research is based on the researcher expertise as a History teacher and Coordinator from the same Elementary School. The theoretical reference has as its starting point the multi intercultural context as mentioned in the above as a concept to understand the cultural diversity process in the identity construction within the school context, regarding innate and emigrants. In this research, it can be observed that the intercultural school, based on Multi- intellect abilities present in its syllables it is still a longing. The teacher faces all sorts of difficulties in order to apply the ethnic - cultural- diversity that these teachers come across at school. To sum up, based on the identity of the school, it is visible that this multi- cultural and intellectual field, which is of vital importance to form the school identity, are not properly applied. Teachers are not fully prepared for multi- intercultural fundamentals that is presented in nowadays school reality, they have not been prepared to deal with real situations and therefore, the syllabus has failed to answer the needs to understand how social inequality is being spread. Finally, based on this study reference, it is argued the possibility to challenge such hegemonic conditions which produces these differences and inequalities, having as a starting point a dialogue which allows young students to perceive ideological aspects presented in their school life, and being able to change it.
The aim of this thesis is to study and investigate the interaction identity between innate and emigrant in a multi- intercultural context, an epistemological perspective in the socialconstructivism field, in which can be observed identity as something related. It is a qualitative study whose aim is to analyze some aspects related to identity process construction of emigrant students from State Elementary School Irma Maria Teresa, which is located in Palhoça, Santa Catarina, Brazil. This research is based on the researcher expertise as a History teacher and Coordinator from the same Elementary School. The theoretical reference has as its starting point the multi intercultural context as mentioned in the above as a concept to understand the cultural diversity process in the identity construction within the school context, regarding innate and emigrants. In this research, it can be observed that the intercultural school, based on Multi- intellect abilities present in its syllables it is still a longing. The teacher faces all sorts of difficulties in order to apply the ethnic - cultural- diversity that these teachers come across at school. To sum up, based on the identity of the school, it is visible that this multi- cultural and intellectual field, which is of vital importance to form the school identity, are not properly applied. Teachers are not fully prepared for multi- intercultural fundamentals that is presented in nowadays school reality, they have not been prepared to deal with real situations and therefore, the syllabus has failed to answer the needs to understand how social inequality is being spread. Finally, based on this study reference, it is argued the possibility to challenge such hegemonic conditions which produces these differences and inequalities, having as a starting point a dialogue which allows young students to perceive ideological aspects presented in their school life, and being able to change it.
Palavras-chave
Multiculturalismo, Identidade, Professores