Sensibilidade intercultural dos professores gregos e a relação com sua prática docente
DOI:
https://doi.org/10.33448/rsd-v14i5.48815Palavras-chave:
Sensibilidade intercultural; Multiculturalismo; Professores de grego; Educação; Ensino.Resumo
Este estudo teve como objetivo investigar a sensibilidade intercultural de professores gregos do ensino fundamental e sua relação com suas práticas de ensino. Atualmente, a competência intercultural é essencial para a comunicação e a colaboração eficazes. Utilizando a Escala de Sensibilidade Intercultural (ISS) de Chen e Starosta, dados foram coletados, em um estudo social, com 220 professores na região da Ática para avaliar suas atitudes em relação à diversidade cultural. Os resultados apontam no sentido de que os educadores gregos exibem um nível geralmente alto de sensibilidade intercultural, com forte respeito pelas diferenças culturais, mas menor confiança nas interações interculturais. Fatores como é o caso da idade, experiência em ensino e vivência migratória influenciaram a sensibilidade intercultural, sendo que os professores mais jovens e menos experientes apresentaram níveis mais elevados de engajamento e mostraram satisfação em ambientes interculturais. Além disso, encontrou-se uma correlação positiva entre a sensibilidade intercultural dos professores e suas práticas de ensino, particularmente na adaptação desse ensino às diversas necessidades dos alunos. O estudo ressalta também a necessidade de treinamento ou preparo dos professores no sentido da educação intercultural para aprimorar suas capacidades de gerenciar a diversidade em salas de aula. Esses resultados contribuem para o discurso mais amplo sobre educação intercultural e, destacam a importância do desenvolvimento de abordagens de ensino culturalmente adequadas.
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