Educa O E Imigra O A Integra O Dos Alunos Imigrantes Nas Escolas Do Ensino B Sico Do Centro Hist Rico De Lisboa
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Educa O E Imigra O A Integra O Dos Alunos Imigrantes Nas Escolas Do Ensino B Sico Do Centro Hist Rico De Lisboa
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Author : Maria João Hortas
language : pt-BR
Publisher: Observatório da Imigração, ACIDI, I.P.
Release Date : 2013-12-01
Educa O E Imigra O A Integra O Dos Alunos Imigrantes Nas Escolas Do Ensino B Sico Do Centro Hist Rico De Lisboa written by Maria João Hortas and has been published by Observatório da Imigração, ACIDI, I.P. this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-12-01 with categories.
Para estudo de caso definimos, como é explicitado no título, a área central da cidade de Lisboa, em particular o território que se estende entre Bairro Alto, Alfama, Mouraria, Martim Moniz, Graça, e Anjos. Para o desenvolvimento da primeira dimensão do estudo mobilizamos os questionários realizados aos alunos e às famílias. As principais conclusões apontam para uma proximidade entre a imagem que os estudantes de origem imigrante revelam ter da escola e aquela que os seus pares nativos nos transmitem. Contudo, avançamos com algumas características que nos possibilitam a definição de um perfil de aluno imigrante associado aos contextos escolares em análise. Os alunos imigrantes revelam ter uma imagem positiva da escola que frequentam, privilegiando também, nas suas apreciações, as relações que estabelecem com os adultos, em particular os mais jovens. Entre os estudantes mais velhos, as relações construídas com os pares revelam ser um pilar fundamental no seu percurso escolar, surgindo associadas à valorização que fazem da escola enquanto espaço de socialização. A escola é assim assumida como o lugar onde estabelecem alguns dos contactos que transportam para as vivências no bairro e na cidade, onde se relacionam com pares de origens diversas. Apesar de frequentemente optarem por resolver os conflitos entre colegas pela via do apaziguamento, para alguns grupos, o recurso à agressividade é ainda uma via a utilizar. Relativamente ao sucesso escolar, estas crianças e jovens revelam ter níveis de desempenho próximos dos nativos, contudo existem diferenças em função da origem geográfica e do nível de instrução, composição étnica e cultural dos progenitores. Para alguns dos alunos do 9º ano, os níveis de desempenho chegam a ser superiores aos dos nativos. É evidente, entre os recém-chegados, a existência de maiores dificuldades de aprendizagem, registada pelo maior número de retenções. Entre os principais obstáculos que assinalam, para justificar as dificuldades no acompanhamento das atividades escolares, destaca-se o fraco domínio que possuem da Língua Portuguesa e a necessidade de um maior apoio por parte dos professores. As famílias dos alunos que frequentam as escolas do centro histórico da cidade reconhecem a importância do convívio entre culturas na formação dos seus educandos, desvalorizando a multiculturalidade como um entrave à realização de aprendizagens ou como potenciadora de situações de violência. Da escola, esperam que desempenhe o seu papel de educadora em simultâneo com a formação de cidadãos competentes no desempenho dos seus papéis sociais. Quer as famílias de origem imigrante, quer as famílias nativas revelam não acompanhar as atividades escolares dos seus educandos com muita regularidade. Sobre a língua falada em casa, as famílias afirmam utilizar frequentemente a Língua Portuguesa, embora entre a população africana seja habitual a referência à utilização de outros dialetos. Relativamente à segunda dimensão do estudo, a análise dos documentos orientadores da política de escola e as entrevistas realizadas aos diretores de agrupamento permitem destacar algumas linhas orientadoras para a inclusão da diversidade cultural. Os responsáveis pelas escolas reconhecem algumas potencialidades no acolhimento de culturas diversas, porém centram a sua intervenção no combate ao insucesso escolar destes alunos que atribuem: ao desconhecimento da Língua Portuguesa; à mudança de país após o início da escolaridade; à utilização de outra língua/dialeto em família; ao bairro/área de residência. Todavia, as escolas desresponsabilizam estes alunos pelas elevadas taxas de insucesso que as caraterizam, atribuindo-as antes às condições socioeconómicas da população escolar em geral. Sendo de notar os esforços desenvolvidos para a inclusão de todos, as escolas do centro da cidade, revelam dificuldades na gestão multicultural do currículo assim como um grande fechamento às relações com a comunidade local o que também é notado nas estratégias de mobilização das famílias dos estudantes.
Teaching History For The Common Good
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Author : Keith C. Barton
language : en
Publisher: Routledge
Release Date : 2004-07-13
Teaching History For The Common Good written by Keith C. Barton and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004-07-13 with Education categories.
In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.
History In The Early Years
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Author : Hilary Cooper
language : en
Publisher: Routledge
Release Date : 2013-12-16
History In The Early Years written by Hilary Cooper and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013-12-16 with Education categories.
History in the Early Years is an innovative and accessible guide to helping young children explore the past through their environment, family history and story. This fully revised edition includes guidance on introducing children to the past at the Foundation Stage in school and pre-school settings. Throughout it shows how the requirements of the early years curriculum can be met in innovative ways, and is fully illustrated by case study examples of children's learning and also supported by recent research. The book will support both new and experienced early years practitioners in developing young children's sense of identity through history. It encourages practitioners to ensure that history is a significant dimension of early years education and will be essential reading for all teachers in the early and primary years.
Why Learn History When It S Already On Your Phone
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Author : Sam Wineburg
language : en
Publisher: University of Chicago Press
Release Date : 2018-09-17
Why Learn History When It S Already On Your Phone written by Sam Wineburg and has been published by University of Chicago Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-09-17 with History categories.
A look at how to teach history in the age of easily accessible—but not always reliable—information. Let’s start with two truths about our era that are so inescapable as to have become clichés: We are surrounded by more readily available information than ever before. And a huge percent of it is inaccurate. Some of the bad info is well-meaning but ignorant. Some of it is deliberately deceptive. All of it is pernicious. With the Internet at our fingertips, what’s a teacher of history to do? In Why Learn History (When It’s Already on Your Phone), professor Sam Wineburg has the answers, beginning with this: We can’t stick to the same old read-the-chapter-answer-the-question snoozefest. If we want to educate citizens who can separate fact from fake, we have to equip them with new tools. Historical thinking, Wineburg shows, has nothing to do with the ability to memorize facts. Instead, it’s an orientation to the world that cultivates reasoned skepticism and counters our tendency to confirm our biases. Wineburg lays out a mine-filled landscape, but one that with care, attention, and awareness, we can learn to navigate. The future of the past may rest on our screens. But its fate rests in our hands. Praise for Why Learn History (When It’s Already on Your Phone) “If every K-12 teacher of history and social studies read just three chapters of this book—”Crazy for History,” “Changing History . . . One Classroom at a Time,” and “Why Google Can’t Save Us” —the ensuing transformation of our populace would save our democracy.” —James W. Lowen, author of Lies My Teacher Told Me and Teaching What Really Happened “A sobering and urgent report from the leading expert on how American history is taught in the nation’s schools. . . . A bracing, edifying, and vital book.” —Jill Lepore, New Yorker staff writer and author of These Truths “Wineburg is a true innovator who has thought more deeply about the relevance of history to the Internet—and vice versa—than any other scholar I know. Anyone interested in the uses and abuses of history today has a duty to read this book.” —Niall Ferguson, senior fellow, Hoover Institution, and author of The Ascent of Money and Civilization
The Age Of Migration
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Author : Hein de Haas
language : en
Publisher: Guilford Publications
Release Date : 2020-01-16
The Age Of Migration written by Hein de Haas and has been published by Guilford Publications this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020-01-16 with Political Science categories.
Now with more balanced coverage of Western and non-Western regions, this leading text has been revised and updated with the latest theories, policy information, and interdisciplinary research. The book explores the causes, dynamics, and consequences of international population movements, as well as the experiences of migrants themselves. Chapters examine migration trends and patterns in all major world regions, how migration transforms both destination and origin societies, and the effects of migration and increasing ethnic diversity on national identity and politics. Useful pedagogical features include boxed case studies; extensive tables, graphs, and maps; end-of-chapter Guides to Further Reading; and a companion website with additional case studies, interactive flashcards, and other resources for students and instructors.--
Immigration Policy And The Labor Market
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Author : Klaus F. Zimmermann
language : en
Publisher: Springer
Release Date : 2010-10-14
Immigration Policy And The Labor Market written by Klaus F. Zimmermann and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010-10-14 with Business & Economics categories.
This book examines the history of German immigration policy. It analyzes the country's future demand for immigration. Coverage develops an economic model for the effective selection and integration of labor migrants that could provide the foundation for a joint European immigration strategy.
Raising Standards In History Education
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Author : Alaric Keith Dickinson
language : en
Publisher: Psychology Press
Release Date : 2001
Raising Standards In History Education written by Alaric Keith Dickinson and has been published by Psychology Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2001 with Education categories.
First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Crime In Europe
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Author : Martin Farrell
language : en
Publisher: Routledge
Release Date : 2002-11-01
Crime In Europe written by Martin Farrell and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2002-11-01 with Medical categories.
While some European nations share similar crime rates and trends, many differ widely in their approach to criminal justice. And as Europe's internal frontiers prepare to give way to a `single market', issues such as the movement of terrorists, international fraud, and drug trafficking, take on new, significant dimensions. This is the first book to address these issues and attempt a comparative criminology for Europe. The contributors cover a range of subjects including *crime prevention* women and crime*the relationship of ethnic minorities to crime and the police*corporate crime* accountability in the prison system.
The Teaching Of History In Primary Schools
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Author : Hilary Cooper
language : en
Publisher: Routledge
Release Date : 2014-05-22
The Teaching Of History In Primary Schools written by Hilary Cooper and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014-05-22 with Education categories.
Updated in response to the 2000 revision of the National Curriculum, this text explores ways in which curriculum balance and coherence can be achieved and a rich and exciting primary history curriculum retained, while not underestimating the demands of literacy, numeracy and ICT.
Pedagogy Of Hope
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Author : Paulo Freire
language : en
Publisher: Bloomsbury Publishing
Release Date : 2021-05-20
Pedagogy Of Hope written by Paulo Freire and has been published by Bloomsbury Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021-05-20 with Education categories.
With the publication of Pedagogy of the Oppressed, Paulo Freire established himself as one of the most important and radical educational thinkers of his time. In Pedagogy of Hope, Freire revisits the themes of his masterpiece, the real world contexts that inspired them and their impact in that very world. Freire's abiding concern for social justice and education in the developing world remains as timely and as inspiring as ever, and is shaped by both his rigorous intellect and his boundless compassion. Pedagogy of Hope is a testimonial to the inner vitality of generations denied prosperity and to the often-silent, generous strength of millions throughout the world who refuse to let hope be extinguished. This edition includes a substantial new introduction by Henry A. Giroux, University Chair for Scholarship in the Public Interest and the Paulo Freire Distinguished Scholar in Critical Pedagogy at McMaster University, Canada. Translated by Robert R. Barr.