Forein inmigration galicia spain - IES Monte Castelo, Burela


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Presentación acerca da realidade da situación inmigratoria no concello de Burela, Lugo, en comparativa co marco nacional. Traballo elaborado no marco do programa europeo Grundtvig-Comenius polo IES Monte Castelo, Burela, e utilizado nas actividades en colaboración co proxecto Ciconi@ do IES A Cachada, Boiro

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Forein inmigration galicia spain - IES Monte Castelo, Burela

  1. 1. PEE GRUNDVITG 2 2006-2009
  3. 3. Foreing Inmigration in Galician <ul><li>Although the number of foreign immigrants in Galicia is smaller than that of Mediterranean regions or Madrid, it is now in eighth place in Spain as regards the volume (in absolute terms) of immigrants living in Galicia. In relation to the group of returnees, Galicia is the region that receives the most (10,050 in 2002), resulting in an important contingent with a predominance of those of working age (only 24% are over 65) </li></ul><ul><li>In view of this new situation , Decree 196/2003 of March 20th, concerning the Emigration Department’s organic structure , created the Directorate General for Immigration Support. This unit is in charge of implementing regional policy in relation to national and foreign immigration, as well as carrying out state policy in this field. </li></ul>
  4. 4. Foreing Inmigration in Burela (I) Source:CENSUS OF THE POPULATION (IGE)
  5. 5. <ul><li>The first foreigners in Burela were Cape Verdian (1977) </li></ul><ul><li>The last seven years have arrived Peruvians, Portugueses, Colombianss, Brazilians... </li></ul><ul><li>From the year 2000 the number of foreigners continue to grow… </li></ul>Foreing Inmigration in Burela
  6. 6. Foreing Inmigration in Burela (II) Source: Census of the population (IGE) 5 10 15 Asia 2 1 3 Europe- no UE 44 61 105 UE-25 46 62 108 Europa 82 162 244 Africa 183 205 388 America Distribution 316 434 750 Foreigners 8.980 Total Population Women Men Total 16/03/2007
  7. 7. Source: Census of the population (IGE) Foreing Inmigration in Burela (III) 11 59
  8. 8. Foreing Inmigration in Burela(IV) Source: Census of the population (2001) 12 23 38 27 30 56 94 65 Before 80 80 Decade 90 2001-02 Year- arrival Burela (Total/ %) 4 33 39 24 10 81 95 59 3º degree 2º degree 1º degree Iliterate/without studies School Level 3 2 43 52 7 6 105 127 Div. widow married single Marital status/ foreign population (Total/ %) 32 Average age 245 Total foreign population in Burela Census 2001
  9. 9. The Republic of Cape Verde is a republic located on an archipelago in the Macaronesia ecoregion of the North Atlantic Ocean off the western coast of Africa. The previously uninhabited islands were discovered and colonized by the Portuguese in the fifteenth century.
  10. 10. Cape Verde is an archipelago off the west coast of Africa. It is formed by 10 main islands and about 8 islets.The main islands are: <ul><li>Barlavento </li></ul><ul><li>(northern island group) </li></ul><ul><ul><li>Santo Antão </li></ul></ul><ul><ul><li>São Vicente </li></ul></ul><ul><ul><li>Santa Luzia </li></ul></ul><ul><ul><li>São Nicolau </li></ul></ul><ul><ul><li>Sal </li></ul></ul><ul><ul><li>Boa Vista </li></ul></ul><ul><li>Sotavento </li></ul><ul><li>(southern island group) </li></ul><ul><ul><li>Maio </li></ul></ul><ul><ul><li>Santiago </li></ul></ul><ul><ul><li>Fogo </li></ul></ul><ul><ul><li>Brava </li></ul></ul>
  11. 11. <ul><li>History </li></ul><ul><li>Cape Verde was uninhabited when the Portuguese arrived in 1456 and made the islands part of the Portuguese empire. Due to its location off the coast of Africa Cape Verde became an important watering station, then sugar cane plantation site, and later a major center of the slave trade . </li></ul><ul><li>In 1975, the islands achieved independence , partly due to the efforts of the African Party for the Independence of Guinea-Bissau and Cape Verde (PAIGC). After independence, the PAIGC attempted to unite Cape Verde and Guinea-Bissau into one nation, the PAIGC controlling both governments, but a coup in the latter nation in 1980 ended these plans. </li></ul><ul><li>In Cape Verde itself the PAICV (affiliated with the PAIGC) governed until democratic elections, held in 1991, resulted in a change of government. The Movimento para a Democracia (MPD) won that election. The MPD was re-elected in 1996. The PAICV returned to power in 2001, and were re-elected in 2006 </li></ul>
  12. 12. Language <ul><li>Cape Verde have two languages: Cape Verdean Creole , the mother tongue to all the population, and Portuguese , the official language. </li></ul><ul><li>These two languages have different functions in the Cape Verdeans’ life and different status in Cape Verdean society. Creole is the language of feelings, dreams, traditions, daily relationship, resistance and fight for independence. Portuguese is the language of law, school, written literature, media, contact with foreigners, in other words, the language of the official situations. </li></ul><ul><li>In the Cape Verdean Diaspora we just find one language, Cape Verdean Creole. This </li></ul><ul><li>language is transnational and keeps all Cape Verdeans connected with each other and with the homeland. It is maybe the strongest cultural reference in the Diaspora. </li></ul>
  13. 13. <ul><li>There is a substantial body of literature in these languages, especially in the Crioulo of Santiago ( badiu ) and the Crioulo of São Vicente ( criol d' Soncent ). The Crioulo languages have been gaining prestige since the nation's independence from Portugal, and there is a movement to make the variant of Santiago the official language of the country. </li></ul><ul><li>The differences between the languages spoken in different islands, each with its traditional spelling system, has been a major obstacle in the way of this move. Some people have advocated the development of two normalized official languages: a North (Barlavento) standard, centered on the Crioulo of San Vicente, and a South (Sotavento) standard, centered on that of Santiago </li></ul>
  14. 14. <ul><li>Portuguese and Cape Verdean Creole are similar but yet very different. </li></ul><ul><li>In the process of learning a second language there is usually linguistic interference from the native language. We can found influences of one language to the other. There are examples of interferences of Creole in Spanish and in Galician languages. </li></ul>
  15. 15. <ul><li>Cape Verde is a small nation that lacks resources and has experienced severe droughts. Agriculture is made difficult by lack of rain, and is restricted to only four islands for most of the year. </li></ul><ul><li>More Cape Verdeans live abroad than in Cape Verde , with significant emigrant Cape Verdean communities in: </li></ul><ul><li>America: United States (500,000 Cape Verdeans), Brazil, Argentina. </li></ul><ul><li>Africa: Angola (45,000), São Tomé and Príncipe, Senegal </li></ul><ul><li>Europe: Portugal (80. 000), Spain, France, Netherlands, Germany. </li></ul>MIGRATION
  16. 16. In Spain, the Cape Verdean community is in: Source: INE 761 411 1172 Madrid 1645 1294 2939 112 154 266 Galicia 177 203 380 Leon 182 200 382 Zaragoza Women Men Total Spain
  17. 17. In Spain, the Peruan community is in: 23 Pontevedra 40 La Coruña 266 210 Burela 12 Orense 291 Lugo Total Galician
  18. 18. Main Occupations: <ul><li>Fishing </li></ul><ul><li>Building </li></ul><ul><li>Domestic work </li></ul><ul><li>Mining </li></ul>
  19. 19. <ul><li>The Cape Verdian emigration to Burela start to arrive in the seventies. That was masculine, working in the secondary sector (industry and mining) and in the primary sector (fishing), non-qualified. </li></ul><ul><li>When they arrive in Spain (a fortuitous destination because their aim was Holland, where a Cape Verdian firm settlement already existed) in 1975 and 1976, Spain was a traditional country where emigration took place like other countries in the south of Europe and the north of Africa. </li></ul><ul><li>Inflow of working classes in this region to sectors like fishing and building has been constant since the seventies . </li></ul>The Cape Verdian in Burela
  20. 20. <ul><li>Cape Verde was traditionally included in a “migration pattern”, where men migrate, mostly as sailors, and women stay at home taking care of children and the household. </li></ul><ul><li>In the last decades, however, things have changed and a great part of women migrated as well. (They are in a re-agrupation familiar process) </li></ul>
  21. 21. The First Minister of Cape Verde visit Burela
  22. 22. Peru is a country in western South America. It is bordered on the north by Ecuador and Colombia, on the east by Brazil, on the southeast by Bolivia, on the south by Chile, and on the west by the Pacific Ocean.
  23. 23. Peru is a presidential representative democratic republic divided into 25 regions. It is a developing country with a moderate Human Development Index score and a level of poverty of around 50%. Main economic activities include agriculture, fishing, mining and the manufacturing of products such as textiles.
  24. 24. In Spain, the Peruan community is in: Main Occupations: 15988 13556 29544 Cataluña 50.350 45553 95903 68 148 246 Burela 763 896 1659 Galicia 22218 20928 43146 Madrid Women Men Total Spain
  25. 25. In Spain, the peruan community is in: 595 Pontevedra 749 La Coruña 1659 216 Burela 39 Orense 276 Lugo Total Galician
  26. 26. <ul><li>Actuations 2006-2007 </li></ul><ul><li>In IES Monte Castelo </li></ul>
  27. 27. <ul><li>To Teachers (trainig and sensitive): </li></ul><ul><li>Cape Verdians attention Course imported by the Anthropologist Luzía Oca. </li></ul><ul><li>CEFORE Course of Teacher Formation “Educative Attention for Foraigner Student”. </li></ul>Actuations 2006-2007
  28. 28. -To student MG (sensibilitation) The Spanish Red Cross Conference about the position of the emigrants that arrive to Canary Islands in a cayuco.
  29. 29. <ul><li>IN THE EDUCATIVE COMUNITY: </li></ul><ul><li>Cooperation with ACCVE ( Cape Verde Association Cooperation) </li></ul><ul><li>Meetings with Sudamerican Comunity for informative help about the educative system, possibilities of social promotional, etc. </li></ul>
  30. 30. <ul><li>- For minority group (mG) students: </li></ul><ul><li>Linguage Courses (Groups of the Linguistic Adaptation) </li></ul><ul><li>Integration to continue learning rule (Groups of Aplication Form Adaptation) </li></ul><ul><li>Improvement Self-Esteem (Participation in cultural activities ) </li></ul>
  31. 31. Intercultural meal to celebrate the end of a course of inmigrants students families
  32. 33. ACTUAL SITUATION OF THE EDUCATION IN BURELA <ul><li>Obligatory secondary education to 16 years : </li></ul><ul><li>- Students 1º-2º Secondary, 12% foraigners. </li></ul><ul><li>- Students 3º-4º Secondary, 4% foraigners. </li></ul><ul><li>- 85% compensatory school are foraign students. </li></ul><ul><li>- 80% foraing students leave the school without certificate of ESO (Educación Secundaria Obligatoria). </li></ul><ul><li>The forecast is that the number of foreing student will </li></ul><ul><li>increase in the next years. </li></ul>
  33. 34. ADULT FORMAL EDUCATION <ul><li>The 50% of the adult students in Galicia have between 18-20 years old </li></ul><ul><li>Burela has a different situation: </li></ul><ul><ul><ul><li>35% between 16-18 years old. </li></ul></ul></ul><ul><ul><ul><li>50% between 18-20 years old. </li></ul></ul></ul><ul><ul><ul><li>4% between 20-40 years old. </li></ul></ul></ul><ul><ul><ul><li>11% upper 40 years old. </li></ul></ul></ul><ul><li>Post-obligatory education (hight school) in Burela 100% between 20-40 years old. The 2% are returned sudamericans emigrants. </li></ul><ul><li>The 53% are women and the 47% are men. </li></ul>
  34. 35. THE SITUATION OF FOREIGN ADULT STUDENTS IN BURELA <ul><li>The 8% are Cape Verdian, coursing level I (literacy). They are waiting for their job´s permission. </li></ul><ul><li>The 20% are Moroccan, and they are learning Spanish or Galician languages. </li></ul><ul><li>The 72% are sudamericans. They are in different levels. </li></ul><ul><li>The Monte Castelo doesn´t have another minority groups. </li></ul>
  35. 36. QUESTIONARY CONCLUSIONS <ul><li>To the cape verdian community the questionary just can be as a guide to a personal interview. It is not posible to give the questionary to a big group because they are illiterate. </li></ul><ul><li>The personal interview can´t be realise because of the short time we have, it is in process of realization. </li></ul><ul><li>. We have give the questionary to: </li></ul><ul><ul><li>Our students, M- Gr (young people in risk of social exclusion). </li></ul></ul><ul><ul><li>Young foreing students (formal education). </li></ul></ul><ul><ul><li>South-american community. </li></ul></ul>We are going to make a first evaluation of the south-american´s questionaries. The process are not finished
  36. 37. SOUTH -AMERICANS <ul><li>The South-americans are summoned to make the questionary with a letter sent by all the community schools and the Red Cross. </li></ul><ul><li>The assistant to the meeting are 50% men and 50% women. </li></ul><ul><li>Catholics 100%. </li></ul><ul><li>The 80% of South-americans are living between 1-5 years. </li></ul><ul><li>The 50% are between 20-40 years old, the 40% are older than 40 years old. </li></ul><ul><li>The 60% are active worker, 40% housewife. </li></ul><ul><li>They have secundary school and vocational training (between 10 and 14 years in the educative system). </li></ul><ul><li>They are satisfy with their education. </li></ul><ul><li>They like reading and the mathematics. </li></ul><ul><li>They use ICT and learning another languages. </li></ul>
  37. 38. <ul><li>They have learned adult education, computer courses and working. </li></ul><ul><li>They have also learned with the different activities of the no formal and informal learning. </li></ul><ul><li>However a few times they go to the library or bookstore.. </li></ul><ul><li>As soon they can they spend their own free time with their families. </li></ul><ul><li>They are not organised social and politicaly, but they get involved in religious activities. </li></ul><ul><li>Working in a team is very important for them. </li></ul>
  38. 39. <ul><li>Thank You for your atention </li></ul>