Auteur / Autrice : | Carolina Gonçalves |
Direction : | Dominique Groux, Maria Do Carno Silva |
Type : | Thèse de doctorat |
Discipline(s) : | Sciences de l'éducation |
Date : | Soutenance en 2010 |
Etablissement(s) : | Paris 10 |
Résumé
This study continue the one presented as a dissertation of the master's degree, in January 2007, at Faculdade de Ciências Sociais e Humanas, of Universidade Nova de Lisboa. It focuses on the study and description of elements that interfere with the success of students of African descent, such as the linguistic ability and pedagogical relationship. This was conducted through the analysis of data collected from students attending the 3rd cycle of basic education in schools located on the outskirts of Lisbon. The objective of this dissertation was to know whether the learning difficulties of students of African descent were focused exclusively on their language difficulties and / or were also related to the construction of the pedagogical relationship. The study was divided into two moments, each moment consisting of four phases that correspond to different data collections. Initially, we applied language tests and three questionnaires to students on their representations of the learning process of the school language and the representations of that language (which is, after all, the language of the hosting country), as well as their perceptions on the language teacher, compared to teachers of other subjects; in a second phase, the same instruments were applied to students attending schools in priority education zones (ZEP), in some neighborhoods of Paris. The results were submitted to qualitative and quantitative analysis(Miles and Huberman, 2003; Tuckman, 2002; Howell, 2006). The aim was to compare the learning process of linguistic minorities in Portugal with that of Portuguese students and also with students in similar situations on European countries, notably France. From the results, it can be concluded that learning difficulties are common to all participants in this research and a consequence of all the variables involved. The results show the need for urgent change in the learning process of all students, since the linguistic and cultural diversity existing in schools requires a change for a public increasingly multilingual and multicultural.