Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo

Detalhes bibliográficos
Autor(a) principal: Suyeyassu, Sueidy Pithon
Data de Publicação: 2019
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://tede2.pucsp.br/handle/handle/22823
Resumo: Experiences as a Brazilian teacher in Japan and Angola aroused and made the author aware of the new educational phenomenon related to the presence of immigrant students in schools. The worldwide migratory movement has resulted in changes in the school setting, producing a new school profile, in which the intensification of ethnic-racial diversity brings new and serious challenges to the curriculum. The main problems in this study are the difficulties in the process of socialization and school learning of immigrant students in public schools, especially due to the lack of knowledge of the language, the absence of public policies for teacher education, where they have shown efforts to learning to take place in this new reality and the general inadequacy of the curriculum for interculturality. The objective of the research is to identify and analyze the strategies used by the school and the migrant students to overcome their difficulties of insertion in this multicultural environment. The field of study is a state public school, located in the Brás neighborhood, in the city of São Paulo. As a theoretical framework, resort to the following authors and their concepts: Candau (2016) - Education for Interculturality; Freire (2011) - Liberating Education; Dussel (2012) - Ethics of Liberation; Sacristán (1999) and Torres Santomé (2013) - Curricular Violence; and Hall (2015) - Identity. The research methodology is qualitative; Data were collected through observation and interviews, in ethnographic mode
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spelling Casali, Alipiohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4357510E0Suyeyassu, Sueidy Pithon2019-11-25T11:35:56Z2019-11-18Suyeyassu, Sueidy Pithon. Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo. 2019. 203 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.https://tede2.pucsp.br/handle/handle/22823Experiences as a Brazilian teacher in Japan and Angola aroused and made the author aware of the new educational phenomenon related to the presence of immigrant students in schools. The worldwide migratory movement has resulted in changes in the school setting, producing a new school profile, in which the intensification of ethnic-racial diversity brings new and serious challenges to the curriculum. The main problems in this study are the difficulties in the process of socialization and school learning of immigrant students in public schools, especially due to the lack of knowledge of the language, the absence of public policies for teacher education, where they have shown efforts to learning to take place in this new reality and the general inadequacy of the curriculum for interculturality. The objective of the research is to identify and analyze the strategies used by the school and the migrant students to overcome their difficulties of insertion in this multicultural environment. The field of study is a state public school, located in the Brás neighborhood, in the city of São Paulo. As a theoretical framework, resort to the following authors and their concepts: Candau (2016) - Education for Interculturality; Freire (2011) - Liberating Education; Dussel (2012) - Ethics of Liberation; Sacristán (1999) and Torres Santomé (2013) - Curricular Violence; and Hall (2015) - Identity. The research methodology is qualitative; Data were collected through observation and interviews, in ethnographic modeExperiências e vivências como professora no Japão e em Angola despertaram e sensibilizaram a autora para o novo fenômeno educacional relacionado à presença de alunos imigrantes em escolas. O movimento migratório mundial tem resultado em mudanças no cenário escolar, produzindo um novo perfil de escola, no qual a intensificação da diversidade étnico-racial traz novos e graves desafios ao Currículo. São focadas como problemas principais, neste estudo, as dificuldades no processo de socialização e aprendizagem escolar de alunos imigrantes em escolas públicas, especialmente devido ao desconhecimento da língua, à ausência de políticas públicas para a formação dos professores, onde os mesmos têm apresentado esforços para que a aprendizagem aconteça nessa nova realidade em que se encontram e à inadequação geral do Currículo para a interculturalidade. O objetivo da pesquisa é identificar e analisar as estratégias utilizadas pela escola e pelos alunos imigrantes para superar suas dificuldades de inserção nesse ambiente curricular multicultural. O campo de estudo é uma escola pública estadual, situada no bairro do Brás, na cidade de São Paulo. Como referencial teórico, recorreu-se aos seguintes autores e seus conceitos: Candau (2016) – Educação para a Interculturalidade; Freire (2011) – Educação Libertadora; Dussel (2012) – Ética da Libertação; Sacristán (1999) e Torres Santomé (2013) – Violência Curricular; e Hall (2015) – Identidade. A metodologia da pesquisa é de caráter qualitativo; os dados foram coletados por meio de observação e de entrevistas, em modo etnográficoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/51029/Sueidy%20Pithon%20Suyeyassu.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoCurrículoMulticulturalismoEducação multiculturalImigrantes - Assimilação culturalCurriculumMulticulturalismMulticultural educationImmigrants - Cultural assimilationCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULOCurrículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São PauloCurriculum and interculturality: imigrants in the multicultural environment in a school in the city of São Pauloinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTSueidy Pithon Suyeyassu.pdf.txtSueidy Pithon Suyeyassu.pdf.txtExtracted texttext/plain285537https://repositorio.pucsp.br/xmlui/bitstream/handle/22823/4/Sueidy%20Pithon%20Suyeyassu.pdf.txt2fd64f2a3231f3391dd29ce18d45a53aMD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo
dc.title.alternative.eng.fl_str_mv Curriculum and interculturality: imigrants in the multicultural environment in a school in the city of São Paulo
title Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo
spellingShingle Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo
Suyeyassu, Sueidy Pithon
Currículo
Multiculturalismo
Educação multicultural
Imigrantes - Assimilação cultural
Curriculum
Multiculturalism
Multicultural education
Immigrants - Cultural assimilation
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
title_short Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo
title_full Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo
title_fullStr Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo
title_full_unstemmed Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo
title_sort Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo
author Suyeyassu, Sueidy Pithon
author_facet Suyeyassu, Sueidy Pithon
author_role author
dc.contributor.advisor1.fl_str_mv Casali, Alipio
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4357510E0
dc.contributor.author.fl_str_mv Suyeyassu, Sueidy Pithon
contributor_str_mv Casali, Alipio
dc.subject.por.fl_str_mv Currículo
Multiculturalismo
Educação multicultural
Imigrantes - Assimilação cultural
topic Currículo
Multiculturalismo
Educação multicultural
Imigrantes - Assimilação cultural
Curriculum
Multiculturalism
Multicultural education
Immigrants - Cultural assimilation
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
dc.subject.eng.fl_str_mv Curriculum
Multiculturalism
Multicultural education
Immigrants - Cultural assimilation
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
description Experiences as a Brazilian teacher in Japan and Angola aroused and made the author aware of the new educational phenomenon related to the presence of immigrant students in schools. The worldwide migratory movement has resulted in changes in the school setting, producing a new school profile, in which the intensification of ethnic-racial diversity brings new and serious challenges to the curriculum. The main problems in this study are the difficulties in the process of socialization and school learning of immigrant students in public schools, especially due to the lack of knowledge of the language, the absence of public policies for teacher education, where they have shown efforts to learning to take place in this new reality and the general inadequacy of the curriculum for interculturality. The objective of the research is to identify and analyze the strategies used by the school and the migrant students to overcome their difficulties of insertion in this multicultural environment. The field of study is a state public school, located in the Brás neighborhood, in the city of São Paulo. As a theoretical framework, resort to the following authors and their concepts: Candau (2016) - Education for Interculturality; Freire (2011) - Liberating Education; Dussel (2012) - Ethics of Liberation; Sacristán (1999) and Torres Santomé (2013) - Curricular Violence; and Hall (2015) - Identity. The research methodology is qualitative; Data were collected through observation and interviews, in ethnographic mode
publishDate 2019
dc.date.accessioned.fl_str_mv 2019-11-25T11:35:56Z
dc.date.issued.fl_str_mv 2019-11-18
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
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dc.identifier.citation.fl_str_mv Suyeyassu, Sueidy Pithon. Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo. 2019. 203 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/22823
identifier_str_mv Suyeyassu, Sueidy Pithon. Currículo e Interculturalidade: imigrantes no ambiente multicultural em uma escola na cidade de São Paulo. 2019. 203 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2019.
url https://tede2.pucsp.br/handle/handle/22823
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dc.publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação: Currículo
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Educação
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
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