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Abstract(s)
Este estudo procurou analisar as motivações, práticas e perceções de diferentes intervenientes em relação ao estudo e à aprendizagem de jovens em situação de acolhimento residencial. Através da revisão bibliográfica efetuada verificou-se que existem fragilidades no domínio escolar em crianças e jovens em acolhimento residencial, comparativamente com crianças e jovens que não se encontram em acolhimento. O estudo enquadra-se na metodologia qualitativa, tendo sido realizadas 21 entrevistas, com diferentes intervenientes: jovens em acolhimento residencial (dos 12 aos 15 anos), os respetivos cuidadores e professores. Os resultados salientam o papel da motivação aliada aos objetivos de futuro das jovens acolhidas como uma mais-valia para o seu sucesso escolar, assim como a importância dos professores e cuidadores dos jovens acolhidos como importantes fontes de suporte. Os resultados permitem uma compreensão mais aprofundada das vivências dos vários intervenientes relativamente aos processos de estudo e aprendizagem e a identificação de aspetos relevantes a ter em conta na sua melhoria.
This study main aim was to analyze both motivations, practices and perceptions of different actors while trying to draw a line between these and the learning capabilities of those young individuals who live in residential care situations. From a bibliographical perspective, it was concluded that there were weaknesses in children and young people who live in statue houses and those who do not, when referring to scholar domain. The study based itself on qualitative methodology, where 21 interviews took place, none of which featuring the same individual: young people in residential care (from 12 to 15 years old), their respective caregivers and teachers. The results highlight not only the role of motivation regarding future goals as an advantage to young people in order to achieve school success, but also to underline the importance of teachers and caregivers that perform this role next to these young persons. The results allow a more in-depth comprehension of the experiences of the various interveners concerning the study and learning processes and the identification of relevant aspects to consider in their improvement.
This study main aim was to analyze both motivations, practices and perceptions of different actors while trying to draw a line between these and the learning capabilities of those young individuals who live in residential care situations. From a bibliographical perspective, it was concluded that there were weaknesses in children and young people who live in statue houses and those who do not, when referring to scholar domain. The study based itself on qualitative methodology, where 21 interviews took place, none of which featuring the same individual: young people in residential care (from 12 to 15 years old), their respective caregivers and teachers. The results highlight not only the role of motivation regarding future goals as an advantage to young people in order to achieve school success, but also to underline the importance of teachers and caregivers that perform this role next to these young persons. The results allow a more in-depth comprehension of the experiences of the various interveners concerning the study and learning processes and the identification of relevant aspects to consider in their improvement.
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Keywords
Acolhimento residencial Estudar e aprender Motivações Práticas Perceções Residential care Study and learn Motivations Practices Perceptions