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Authors
Abstract(s)
O mundo mudou muito e o modelo escolar vigente, que vem desde o século XVIII, manifesta dificuldades de adaptação à nova era. As dificuldades de ensino e aprendizagem também são muito mais profundas do que as do passado, num ensino obrigatório e massificado, e a capacidade de atrair a atenção que a escola antes produzia, é hoje mais difícil de obter. O insucesso escolar tem sido objeto de diversos estudos ao longo dos últimos tempos.
Portugal mantém atualmente uma posição bastante desfavorável, integrando os países com mais elevada taxa de reprovação.
Constatou-se, que a reprovação tem um impacto extremamente significativo no desempenho escolar dos alunos, e que se umas vezes provoca um efeito pedagógico, noutras tem o efeito exatamente inverso.
Enquadrada na problemática do insucesso escolar, formalizado na Retenção Escolar, esta investigação é um estudo de caso sobre o impacto da retenção na forma dos alunos viverem e sentirem a escola. Para atingir os objetivos do estudo optou-se por uma abordagem metodológica qualitativa, recorrendo à realização de narrativas e entrevistas semiestruturadas aplicadas a dezasseis alunos numa escola localizada no distrito do Porto. Os resultados revelam que o fenómeno da retenção transforma as vítimas do sistema nos principais culpados, ficando reféns num labirinto de autoculpabilização.
The world has changed and the existing school model, which comes from the eighteenth century, has maladjustment to the new era. The difficulties of teaching and learning are also much profounder than those of the past, in a mass and compulsory schooling system, and the ability to attract the attention that school once produced, is today very difficult. School failure has been the subject of numerous studies over the past times. Portugal currently maintains itself in a very unfavourable position, being one of the countries with the highest grade retention rates. It was reported that grade retention has an extremely significant impact on the students’ academic performance. That procedure sometimes causes a pedagogical effect, but other times it can have exactly the opposite effect. Within the context of school failure, defined as Grade Retention, this research is a case study on the impact that grade retention causes on the way how students live and feel school. To achieve the aims of the study, we chose a qualitative methodological investigation, using dairies and semi-structured interviews answered by sixteen students attending a school in the district of Porto. The results show us that grade retention transforms the system’s victims into its main culprits, remaining hostages in a labyrinth of self-blaming.
The world has changed and the existing school model, which comes from the eighteenth century, has maladjustment to the new era. The difficulties of teaching and learning are also much profounder than those of the past, in a mass and compulsory schooling system, and the ability to attract the attention that school once produced, is today very difficult. School failure has been the subject of numerous studies over the past times. Portugal currently maintains itself in a very unfavourable position, being one of the countries with the highest grade retention rates. It was reported that grade retention has an extremely significant impact on the students’ academic performance. That procedure sometimes causes a pedagogical effect, but other times it can have exactly the opposite effect. Within the context of school failure, defined as Grade Retention, this research is a case study on the impact that grade retention causes on the way how students live and feel school. To achieve the aims of the study, we chose a qualitative methodological investigation, using dairies and semi-structured interviews answered by sixteen students attending a school in the district of Porto. The results show us that grade retention transforms the system’s victims into its main culprits, remaining hostages in a labyrinth of self-blaming.
Description
Keywords
(In)sucesso Retenção escolar Emoções School failure/success Grade retention Emotions