Orientador(es)
Resumo(s)
Como medida política, o Programa Escola a Tempo Inteiro foi implementado para responder às necessidades das famílias e melhorar os resultados escolares dos alunos. Este programa, cuja concretização assenta em relações contratuais entre o Ministério da Educação, as escolas/agrupamentos de escolas, as autarquias e outras entidades da comunidade local, tem suscitado diferentes reflexões sobre os pressupostos e os objectivos do próprio programa e também sobre o modo como se concretiza nas escolas. Algumas destas reflexões têm-se revelado bastante críticas em relação à intensificação da jornada escolar da criança e ao consequente reforço do “ofício de aluno” em detrimento do “ofício de criança”. A investigação que se apresenta nesta Dissertação sobre a Escola a Tempo Inteiro (ETI) e as actividades associadas a este Programa – Actividades de Enriquecimento Curricular (AEC) – consiste num “estudo de caso” e baseia-se em metodologias qualitativas. O estudo tem como principal objectivo conhecer as perspectivas das crianças que vivem no quotidiano escolar essa realidade. Tendo em conta que as crianças não são apenas destinatários mas sujeitos activos na vida escolar, a investigação desenvolve-se em torno das seguintes questões: Como estão organizadas as AEC na escola? Como vêem as crianças estes tempos na escola? O que dizem sobre a permanência no espaço escolar durante mais tempo? E sobre as actividades que realizam? Consideram que é “mais do mesmo” ou são actividades educativas diferentes, com componentes lúdicas?
As a matter of policy, the Full Time School Program was implemented to meet the needs of families and improve the educational achievement of students. The program, whose implementation is based on contractual relations between the Ministry of Education, schools / groups of schools, municipalities and other local community entities, has raised various questions on the assumptions and objectives of the program itself and also on how it is achieved in schools. Some of these ideas have been fairly critical of the intensification of the child’s school day and the consequent strengthening of the "role of student" in detriment to the "role of child”. The research presented in this thesis on the Full Time School (TSI) and the activities associated with this program – Curricular Enrichment Activities (AEC) - is a "case study" and is based on qualitative methodologies. The main objective of the study is to understand the perspectives of children experiencing this reality at school. Given that children are not only passive recipients but also active participants in school life, the research is developed around the following questions: How are Curricular Enrichment Activities organised at school? How do children see these periods at school? How do they feel about staying in school longer hours? What do they think about the activities? Do they feel that it is just “more of the same” or that the educational activities are in fact different, with recreational components?
As a matter of policy, the Full Time School Program was implemented to meet the needs of families and improve the educational achievement of students. The program, whose implementation is based on contractual relations between the Ministry of Education, schools / groups of schools, municipalities and other local community entities, has raised various questions on the assumptions and objectives of the program itself and also on how it is achieved in schools. Some of these ideas have been fairly critical of the intensification of the child’s school day and the consequent strengthening of the "role of student" in detriment to the "role of child”. The research presented in this thesis on the Full Time School (TSI) and the activities associated with this program – Curricular Enrichment Activities (AEC) - is a "case study" and is based on qualitative methodologies. The main objective of the study is to understand the perspectives of children experiencing this reality at school. Given that children are not only passive recipients but also active participants in school life, the research is developed around the following questions: How are Curricular Enrichment Activities organised at school? How do children see these periods at school? How do they feel about staying in school longer hours? What do they think about the activities? Do they feel that it is just “more of the same” or that the educational activities are in fact different, with recreational components?
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Palavras-chave
Escola a tempo inteiro Actividades de enriquecimento curricular Crianças Lúdico Full time school Curriculum enrichment activities Children Recreational