|Mapa da ESE Setúbal|
Cultural Diversity and Linguistic Communication
Scholar Year: 2022/2023 - 2S
||N. of students
|Ana Maria Pires Pessoa||Head|
|Type of classes
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
Meet and question the new reality of European linguistic diversity and composite culture. Enhance interculturality in order to promote tolerance and active citizenship. Interact appropriately with different interlocutors in situations of cultural and linguistic diversity. Contribute to practice reflection and appropriate action, under Portuguese law and international guidelines. Meet institutions and national and international organizations working in Intercultural Education. Knowing the contributions of national and international research in this field.
The inter-and multicultural education Interculturalism and multiculturalism: perspectives and foundations.
History of multiculturalism: characterization of the main steps. Strategies for the development of intercultural competence: the role of children's stories.
The school Portuguese multicultural contexts and cultural practices.
Cultural and linguistic diversity now Contexts, challenges and responses. Culture and cultures, cultural hybridization, universal and particular, global and local.
Languages and cultures in school Different functions of languages in school. Teaching a language that is not the child's mother tongue.
Demonstration of the syllabus coherence with the UC intended learning outcomes
The situation we are experiencing cultural diversity in European schools requires training institutions place a curriculum that provides knowledge and stimulate reflection and debate, providing future education professionals to acquire and develop skills in language and intercultural communication. It is intended to contribute to a training curriculum that prepares (as) students for appropriate interventions to educational contexts demanding and heterogeneous in terms of linguistic and cultural.
Methodology that emphasizes participation and reflection on students via: a) reading, discussion and analysis of texts; b) development of small written comments; c) presentation and discussion of texts and writings; d) research and exhibition themes.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
It is intended that (s) evidencing student learning, including: a) ownership and use of different concepts; b) the questioning of familiar situations and / or studied; c) proposals for action appropriate to multicultural and multilingual school contexts. The individual support to (the) follows students through tutoring and the provision of various materials in the Moodle platform. These include not only material support for activities to develop in the classroom and to support the work to be done independently by (the) students.
Assessment methodologies and evidences
The assesment at UC provides: a) attendance and participation (20%); b) testing (30%); c) proposed activities for a children's story that provides the development of multilingual and multicultural skills (50%). The work is performed in a group (30%) with seminar presentation (20%).
Students must attend all working sessions.
BIZARRO, Rosa (2006) Como abordar… A escola e a diversidade cultural – multiculturalismo, interculturalismo e educação Porto: Areal Editores.
CALDEIRA, Elsa et al (2004) Aprender com a Diversidade. Um guia para o desenvolvimento da escola ACIME/ ME-DEB.
CARDOSO, Carlos (coord.) et al. (1998-2000) Gestão Intercultural do Currículo – 1º, 2º e 3º ciclos Lisboa: ME – Secretariado Coordenador dos Programas de Educação Multicultural/ Intercultural, nº 10, 11 e 12.
DÍAZ-AGUADO, María José (2000) Educação Intercultural e Aprendizagem Cooperativa Porto: Porto Editora.
GOUVEIA, A.; SOLLA, L. (2004) Português- Língua do País de Acolhimento Lisboa: ACIME.
ILTEC (2008) Diversidade Linguística na Escola Portuguesa Lisboa: Fundação Calouste Gulbenkian. OUELLET, Fernand (1991) L`Education Interculturelle – Essai sur le contenu de la formation des maîtres Paris: Editions L`Harmattan
There is a lot of bibliographical references in English and French. It is not presented here because, during the lessons, all students will have to search references concerning the theme in their own countries.