AVALIAÇÃO DO IMPACTO DE UM MODELO DE ENSINO CULTURALMENTE RESPONSIVO NOS RESULTADOS DE APRENDIZAGEM DE EDUCAÇÃO CÍVICA EM ESCOLAS DE ENSINO FUNDAMENTAL
DOI:
https://doi.org/10.18316/rcd.v17i45.12367Palavras-chave:
Ensino culturalmente responsivo, aprendizagem cívicaResumo
Este estudo investiga o efeito de um modelo de Ensino Culturalmente Responsivo (CRT) nos resultados de aprendizagem cívica de alunos do ensino fundamental. Baseada na Teoria da Educação Multicultural de Banks e na Teoria Sociocultural de Vygotsky, a pesquisa explora como a integração das origens culturais dos alunos no currículo pode melhorar seu conhecimento cívico, promover atitudes positivas em relação ao engajamento cívico e aumentar a participação em sala de aula. Uma abordagem de métodos mistos foi adotada, envolvendo um design pré-teste-pós-teste para avaliar mudanças no conhecimento e atitudes, juntamente com dados qualitativos de observações em sala de aula, entrevistas com professores e grupos focais de alunos. As descobertas quantitativas indicam uma melhoria estatisticamente significativa nas pontuações dos testes de civismo e maior interesse na participação da comunidade entre os alunos expostos ao modelo CRT. Os resultados qualitativos complementam essas descobertas destacando o aumento do engajamento dos alunos, conexões mais profundas com o material e maior disposição para discutir questões cívicas. Esses resultados sugerem que a incorporação de exemplos culturalmente relevantes e estratégias pedagógicas inclusivas pode reforçar a educação cívica para diversas populações estudantis. As limitações do estudo incluem sua duração relativamente curta, escopo geográfico limitado e tamanho pequeno da amostra, o que pode afetar a generalização dos resultados. Pesquisas futuras devem considerar designs longitudinais, amostras maiores e contextos múltiplos para capturar o impacto de longo prazo do CRT no engajamento cívico. No geral, os resultados enfatizam o potencial de práticas culturalmente responsivas para reforçar as competências cívicas fundamentais de jovens aprendizes e ressaltam a necessidade de programas de preparação de professores para priorizar métodos culturalmente inclusivos.
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