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Abstract(s)
O presente estudo tem como objeto o ensino profissional, enquanto oferta formativa duplamente qualificante do ensino secundĂĄrio portuguĂȘs, que, apesar de contar com mais de 32 anos de histĂłria, desde a sua criação em 1989, ainda enfrenta dilemas e desafios que tĂȘm marcado a sua evolução e procura, ao longo do tempo, a sua aceitação, valorização e reconhecimento ao nĂvel polĂtico, educacional, social e empresarial. Considerando a centralidade e a importĂąncia desta oferta formativa, importa procurar compreender o reiterado incumprimento de uma meta polĂtica estabelecida para o paĂs de ter 50% dos jovens do ensino secundĂĄrio a frequentarem ofertas formativas qualificantes (cursos profissionais). Esta meta definida para o ano 2010 nĂŁo foi cumprida. Redefinida para o ano de 2020 continua a nĂŁo ser alcançada, apesar da promoção polĂtica desta via de ensino, quer nos discursos polĂticos, quer nos mais recentes programas de governo. No caminho de procura de respostas para o problema em estudo, realizamos um estudo de conteĂșdo dos programas de governo publicados atĂ© ao ano de 2020, a partir do qual procuramos compreender e analisar a evolução do ensino profissional do ponto de vista das medidas polĂticas anunciadas, identificando cinco dimensĂ”es onde evidenciamos a regulação dĂ©bil da ação polĂtica governativa dos Ășltimos 44 anos no que Ă valorização do ensino profissional diz respeito. Prosseguimos com o estudo do ensino profissional enquanto modelo de inovação educacional em Portugal, e apresentamos um estudo de caso sobre a implementação do modelo de inovação ETHAZI, adotado no PaĂs Basco, numa escola profissional, a partir do qual procuramos evidenciar que as prĂłprias escolas profissionais, de dentro para fora, podem contribuir para valorizar esta modalidade de ensino, atraindo jovens e famĂlias e promovendo o seu sucesso. Por Ășltimo, realizamos uma sĂntese diagnĂłstica sobre as inconsistĂȘncias e fragilidades que poderĂŁo estar a contribuir para que esta modalidade de ensino nĂŁo seja ainda, nos dias de hoje, reconhecida como equivalente Ă dos cursos cientĂfico-humanĂsticos pelos diversos atores do mundo laboral, do mundo escolar e do mundo polĂtico. Terminamos com a identificação de linhas de ação no mundo polĂtico, mundo escolar e mundo laboral que poderĂŁo inverter, no nosso entender, o quadro atual da procura e do interesse por esta via se ensino. Sendo o problema em estudo vasto, complexo e polifacetado, com dimensĂ”es de anĂĄlise muito diversificadas e com inĂșmeros caminhos de investigação que poderiam ter sido adotados, seguimos um paradigma hermenĂȘutico ou interpretativo. Esta Ă© uma investigação de natureza qualitativa, apresentando-se como um estudo naturalista descritivo, em que recorremos a diferentes mĂ©todos, designadamente o extensivo (survey) em pequena escala e o estudo de caso. Para tal, utilizamos diferentes instrumentos de recolha de dados como documentos de relevo e interesse para o estudo, inquĂ©ritos por questionĂĄrio e o diĂĄrio do investigador. Para analisarmos os dados recolhidos recorremos Ă s tĂ©cnicas de anĂĄlise de conteĂșdo e de anĂĄlise estatĂstica. Os resultados obtidos foram validados pela triangulação de fontes de dados, de sujeitos e pela triangulação metodolĂłgica. A anĂĄlise e sĂntese interpretativa realizada permitem-nos concluir que estaremos perante um problema de inconsistĂȘncia e fragilidade das polĂticas de educação e de formação, de licealização de toda a oferta formativa de nĂvel secundĂĄrio, de desvalorização escolar da oferta de Ăndole profissionalizante e de âdesligamentoâ face Ă s necessidades da procura de qualificaçÔes pertinentes e relevantes. Entendemos que a premĂȘncia de novos impulsos no ensino profissional deve conduzir os atores do mundo polĂtico, do mundo laboral e do mundo escolar ao estabelecimento de um pacto de ação comum, o qual permitirĂĄ articular, em termos de necessidades e interesses, os trĂȘs vĂ©rtices do triĂąngulo no qual representamos as escolas, os jovens e as famĂlias e os empregadores de uma determinada regiĂŁo, em benefĂcio do desenvolvimento futuro do ensino profissional em Portugal.
The present study focuses on vocational education, as a dual qualifying training offer in Portuguese secondary education, which despite having more than 32 years of history, since its creation in 1989, still faces, nowadays, dilemmas and challenges that have marked its evolution and demand over time, its acceptance, appreciation, and recognition at political, educational, social, and business levels. Considering the centrality and importance of this training offer it is important to try to understand the repeated failure to meet a political target set for the country of having 50% of young people in secondary education attending qualifying training offers (vocational courses). This target set for 2010 has not been achieved. Redefined for the year 2020 it is still not achieved, despite the political promotion of this education pathway, both in political speeches and in the most recent government programmes. On the way to search for answers to the problem under study, we conducted a content study of the government programmes published until the year 2020, from which we sought to understand and analyse the evolution of vocational education from the point of view of the announced policy measures, identifying five dimensions where we highlight the weak regulation of the governmental political action of the last 44 years regarding the enhancement of vocational education. We proceed with the study of vocational education as a model of educational innovation in Portugal and present a case study on the implementation of the ETHAZI innovation model, adopted in the Basque Country, in a vocational school, from which we seek to highlight that vocational schools themselves, from the inside out, can contribute to enhance this educational modality, attracting young people and families and promoting their success. Finally, we make a diagnostic synthesis of the inconsistencies and weaknesses that may be contributing to the fact that, nowadays, this teaching modality is not yet recognised as equivalent to the scientific-humanistic courses by the different actors of the labour, school, and political worlds. We end with the identification of lines of action in the political world, in the school world and in the labour world that, in our opinion, may reverse the current situation of demand and interest for this way of education. As the problem under study is vast, complex, and multifaceted, with very diversified dimensions of analysis and numerous research paths that could have been adopted, we followed a hermeneutic or interpretive paradigm. This is a qualitative research study, presenting itself as a descriptive naturalistic study, in which we used different methods, namely the small-scale survey and the case study. To this end, we used different data collection tools such as relevant documents of interest to the study, questionnaire surveys and the researcher's diary. We used content analysis and statistical analysis techniques to analyse the data collected. The results obtained were validated by the triangulation of data sources, subjects, and methodological triangulation. The interpretative analysis and synthesis carried out allows us to conclude that we are facing a problem of inconsistency and fragility of the education and training policies, of the theoretical and academic matrix curriculum for the whole training offer at secondary level, of the scholastic devaluation of the vocational offer and of the "disconnection" from the needs of the demand for relevant and pertinent qualifications. We believe that the urgency of new impulses in vocational education should lead the actors of the political world, the working world, and the school world to establish a pact of common action, which will allow to articulate, in terms of needs and interests, the three vertices of the triangle in which we represent schools, young people and families and employers of a given region, for the benefit of the future development of vocational education in Portugal.
The present study focuses on vocational education, as a dual qualifying training offer in Portuguese secondary education, which despite having more than 32 years of history, since its creation in 1989, still faces, nowadays, dilemmas and challenges that have marked its evolution and demand over time, its acceptance, appreciation, and recognition at political, educational, social, and business levels. Considering the centrality and importance of this training offer it is important to try to understand the repeated failure to meet a political target set for the country of having 50% of young people in secondary education attending qualifying training offers (vocational courses). This target set for 2010 has not been achieved. Redefined for the year 2020 it is still not achieved, despite the political promotion of this education pathway, both in political speeches and in the most recent government programmes. On the way to search for answers to the problem under study, we conducted a content study of the government programmes published until the year 2020, from which we sought to understand and analyse the evolution of vocational education from the point of view of the announced policy measures, identifying five dimensions where we highlight the weak regulation of the governmental political action of the last 44 years regarding the enhancement of vocational education. We proceed with the study of vocational education as a model of educational innovation in Portugal and present a case study on the implementation of the ETHAZI innovation model, adopted in the Basque Country, in a vocational school, from which we seek to highlight that vocational schools themselves, from the inside out, can contribute to enhance this educational modality, attracting young people and families and promoting their success. Finally, we make a diagnostic synthesis of the inconsistencies and weaknesses that may be contributing to the fact that, nowadays, this teaching modality is not yet recognised as equivalent to the scientific-humanistic courses by the different actors of the labour, school, and political worlds. We end with the identification of lines of action in the political world, in the school world and in the labour world that, in our opinion, may reverse the current situation of demand and interest for this way of education. As the problem under study is vast, complex, and multifaceted, with very diversified dimensions of analysis and numerous research paths that could have been adopted, we followed a hermeneutic or interpretive paradigm. This is a qualitative research study, presenting itself as a descriptive naturalistic study, in which we used different methods, namely the small-scale survey and the case study. To this end, we used different data collection tools such as relevant documents of interest to the study, questionnaire surveys and the researcher's diary. We used content analysis and statistical analysis techniques to analyse the data collected. The results obtained were validated by the triangulation of data sources, subjects, and methodological triangulation. The interpretative analysis and synthesis carried out allows us to conclude that we are facing a problem of inconsistency and fragility of the education and training policies, of the theoretical and academic matrix curriculum for the whole training offer at secondary level, of the scholastic devaluation of the vocational offer and of the "disconnection" from the needs of the demand for relevant and pertinent qualifications. We believe that the urgency of new impulses in vocational education should lead the actors of the political world, the working world, and the school world to establish a pact of common action, which will allow to articulate, in terms of needs and interests, the three vertices of the triangle in which we represent schools, young people and families and employers of a given region, for the benefit of the future development of vocational education in Portugal.
Description
Keywords
PolĂticas pĂșblicas Ensino secundĂĄrio Ensino profissional Inovação educacional ETHAZI Public policies Secondary education Vocational education Educational innovation