European identity(ies) and cultural diversity(ies): students’ perceptions

Detalhes bibliográficos
Autor(a) principal: Castro, Marília
Data de Publicação: 2022
Outros Autores: Ribeiro, Maria do Céu
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34620/eduser.v14i2.227
Resumo: The urgency of developing a social and cultural awareness for a global, multilingual identity, but respectful of cultural diversities, presupposes a reflection on the updating of concepts, criteria and cultural paradigms. Communities are expected to create responses to emerging obstacles and difficulties, in which communication is seen as a key to building an active/intercultural citizenship. In an attitude of cooperation, protection and promotion of cultural diversity(ies), exchanges are valued in an attitude of freedom of expression, acceptance of multilingualism, access to artistic expressions, scientific and technological knowledge. The English language is analysed as a language of interface and effective interaction. Knowledge sharing experiences (students in academic mobility and visiting professors) should contribute to the development of personal and intellectual training and allow the construction of an identity consciousness and be a means of facilitating integration/inclusion. Thus, we set out to understand what value higher education students attach to the knowledge of a foreign language, what relationship they establish with this ease of communication, in addition to understanding their identity(ies) over the cultural diversity(ies) in this global village. As a data collection instrument, we used the questionnaire survey, applied to students from an HEI. Among the conclusions, there is the attribution of positive points to the experiences in the classroom context, despite the communication difficulties, the appreciation of the knowledge of national and international/european social behaviours, as well as the awareness of the diversity(ies) cultural and the need to respect all local/regional and national cultural and heritage expressions.
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spelling European identity(ies) and cultural diversity(ies): students’ perceptionsIdentidade(s) europeia(s) e diversidade(s) cultural(is): perceções dos estudantesStudentsGlobalizationCultural diversityCommunicationEstudantesGlobalizaçãoDiversidade culturalComunicaçãoThe urgency of developing a social and cultural awareness for a global, multilingual identity, but respectful of cultural diversities, presupposes a reflection on the updating of concepts, criteria and cultural paradigms. Communities are expected to create responses to emerging obstacles and difficulties, in which communication is seen as a key to building an active/intercultural citizenship. In an attitude of cooperation, protection and promotion of cultural diversity(ies), exchanges are valued in an attitude of freedom of expression, acceptance of multilingualism, access to artistic expressions, scientific and technological knowledge. The English language is analysed as a language of interface and effective interaction. Knowledge sharing experiences (students in academic mobility and visiting professors) should contribute to the development of personal and intellectual training and allow the construction of an identity consciousness and be a means of facilitating integration/inclusion. Thus, we set out to understand what value higher education students attach to the knowledge of a foreign language, what relationship they establish with this ease of communication, in addition to understanding their identity(ies) over the cultural diversity(ies) in this global village. As a data collection instrument, we used the questionnaire survey, applied to students from an HEI. Among the conclusions, there is the attribution of positive points to the experiences in the classroom context, despite the communication difficulties, the appreciation of the knowledge of national and international/european social behaviours, as well as the awareness of the diversity(ies) cultural and the need to respect all local/regional and national cultural and heritage expressions.A premência do desenvolvimento de uma consciência social e cultural para uma identidade global, multilingue, mas respeitadora das diversidades culturais, pressupõe uma reflexão sobre a atualização de conceitos, critérios e paradigmas culturais. Espera-se que as comunidades criem respostas para os obstáculos e dificuldades emergentes, em que a comunicação se perspetiva como chave para a construção de uma cidadania ativa/intercultural. Numa atitude de cooperação, proteção e promoção da(s) diversidade(s) cultural(is), valorizam-se intercâmbios numa postura de liberdade de expressão, aceitação do multilinguismo, acesso às expressões artísticas, conhecimento científico e tecnológico. A língua inglesa analisa-se como língua de interface e de interação eficaz. As experiências de partilha de conhecimento (estudantes em mobilidade académica e professores visitantes) devem contribuir para o desenvolvimento da formação pessoal e intelectual e permitir a construção de uma consciência identitária e ser um meio facilitador da integração/inclusão. Assim, propusemo-nos perceber que valor atribuem os estudantes do ensino superior ao conhecimento de uma língua estrangeira, que relação estabelecem com essa facilidade de comunicação, para além de compreender a(s) sua(s) identidade(s) sobre a(s) diversidade(s) cultural(is) nesta aldeia global. Como instrumento de recolha de dados recorremos ao inquérito por questionário, aplicado a alunos de uma IES. Entre as conclusões, regista-se a atribuição de pontos positivos às experiências em contexto de sala de aula, apesar das dificuldades de comunicação, a valorização do conhecimento dos comportamentos sociais nacionais e internacionais/europeus, bem como a tomada de consciência sobre a(s) diversidade(s) cultural(is) e necessidade de respeito por todas as expressões culturais e patrimoniais locais/regionais e nacionais.Instituto Politécnico de Bragança2022-12-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34620/eduser.v14i2.227https://doi.org/10.34620/eduser.v14i2.227EduSer; Vol. 14 No. 2 (2022): EduSerEduser - revista de Educação; v. 14 n. 2 (2022): EduSerEduSer; Vol. 14 N.º 2 (2022): EduSer2183-038X1645-4774reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://eduser.ipb.pt/index.php/eduser/article/view/227https://eduser.ipb.pt/index.php/eduser/article/view/227/188Direitos de Autor (c) 2023 EduSerinfo:eu-repo/semantics/openAccessCastro, MaríliaRibeiro, Maria do Céu2024-02-03T06:05:07Zoai:eduser.ipb.pt:article/227Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:46:55.878877Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv European identity(ies) and cultural diversity(ies): students’ perceptions
Identidade(s) europeia(s) e diversidade(s) cultural(is): perceções dos estudantes
title European identity(ies) and cultural diversity(ies): students’ perceptions
spellingShingle European identity(ies) and cultural diversity(ies): students’ perceptions
Castro, Marília
Students
Globalization
Cultural diversity
Communication
Estudantes
Globalização
Diversidade cultural
Comunicação
title_short European identity(ies) and cultural diversity(ies): students’ perceptions
title_full European identity(ies) and cultural diversity(ies): students’ perceptions
title_fullStr European identity(ies) and cultural diversity(ies): students’ perceptions
title_full_unstemmed European identity(ies) and cultural diversity(ies): students’ perceptions
title_sort European identity(ies) and cultural diversity(ies): students’ perceptions
author Castro, Marília
author_facet Castro, Marília
Ribeiro, Maria do Céu
author_role author
author2 Ribeiro, Maria do Céu
author2_role author
dc.contributor.author.fl_str_mv Castro, Marília
Ribeiro, Maria do Céu
dc.subject.por.fl_str_mv Students
Globalization
Cultural diversity
Communication
Estudantes
Globalização
Diversidade cultural
Comunicação
topic Students
Globalization
Cultural diversity
Communication
Estudantes
Globalização
Diversidade cultural
Comunicação
description The urgency of developing a social and cultural awareness for a global, multilingual identity, but respectful of cultural diversities, presupposes a reflection on the updating of concepts, criteria and cultural paradigms. Communities are expected to create responses to emerging obstacles and difficulties, in which communication is seen as a key to building an active/intercultural citizenship. In an attitude of cooperation, protection and promotion of cultural diversity(ies), exchanges are valued in an attitude of freedom of expression, acceptance of multilingualism, access to artistic expressions, scientific and technological knowledge. The English language is analysed as a language of interface and effective interaction. Knowledge sharing experiences (students in academic mobility and visiting professors) should contribute to the development of personal and intellectual training and allow the construction of an identity consciousness and be a means of facilitating integration/inclusion. Thus, we set out to understand what value higher education students attach to the knowledge of a foreign language, what relationship they establish with this ease of communication, in addition to understanding their identity(ies) over the cultural diversity(ies) in this global village. As a data collection instrument, we used the questionnaire survey, applied to students from an HEI. Among the conclusions, there is the attribution of positive points to the experiences in the classroom context, despite the communication difficulties, the appreciation of the knowledge of national and international/european social behaviours, as well as the awareness of the diversity(ies) cultural and the need to respect all local/regional and national cultural and heritage expressions.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-31
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dc.identifier.uri.fl_str_mv https://doi.org/10.34620/eduser.v14i2.227
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url https://doi.org/10.34620/eduser.v14i2.227
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://eduser.ipb.pt/index.php/eduser/article/view/227
https://eduser.ipb.pt/index.php/eduser/article/view/227/188
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eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Instituto Politécnico de Bragança
publisher.none.fl_str_mv Instituto Politécnico de Bragança
dc.source.none.fl_str_mv EduSer; Vol. 14 No. 2 (2022): EduSer
Eduser - revista de Educação; v. 14 n. 2 (2022): EduSer
EduSer; Vol. 14 N.º 2 (2022): EduSer
2183-038X
1645-4774
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