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Abstract(s)
A escola vive e desenvolve-se à luz da democratização do acesso e do sucesso de todos os
alunos, determinando “o melhor para todos através da escola única, do currículo único, do
tempo único, segundo o modelo da padronização e a aceitação implícita de que o sucesso
de uns tem de gerar o insucesso de outros” (Alves e Cabral, 2017a, p.8). Numa escola
formatada, muitos alunos crescem no seu interior sem vínculos de pertença e de
aprendizagem. São alguns destes alunos que serão, neste estudo, ouvidos com o objetivo de
compreender e aprender a forma como estes alunos vivem e sentem a escola. A finalidade é
ouvir “as vozes” dos alunos, que agem como segregados da matriz e da filosofia da escola,
tentando integrar as suas perspectivas nas dinâmicas de melhoria dos processos educativos
para a promoção do sucesso escolar de todos os alunos.
Neste sentido, este estudo nasce com o compromisso de ajudar os professores, envolvidos
empenhadamente na sua ação de educar todos os alunos, e, especialmente, “dar voz” aos
alunos, que atuam como “alunos em abandono” nos interiores das nossas escolas.
A metodologia implementada consiste na elaboração de um estudo de natureza qualitativa,
envolvendo vinte e nove alunos e duas equipas de conselhos de turma, integrando, ao todo,
dez professores.
School is based and developed under the premise of democratic access and success of every student, determining “the best for all through a single school, a single curriculum, a single time, according to the model of standardization and the implicit acceptance that the success of some generates the failure of others” (Alves e Cabral, 2017a, p.8). In a standardized school, many students grow within it with no sense of belonging and learning. Some of these students will be heard in this study in order to understand and learn how they live and feel school. The purpose is to listen to the "voices" of the students who act as segregated from the matrix and philosophy of the school, trying to integrate their perspectives in the dynamics concerning the improvement of the educational processes for the promotion of school success for all students. Therefore, this study aims to help teachers, deeply committed to educating all students, and specially to help the students who act as if “abandoned” in our schools and try to have their voice heard. The methodology implemented consists in a qualitative study, involving twenty-nine students and two teams of class councils, ten teachers in total.
School is based and developed under the premise of democratic access and success of every student, determining “the best for all through a single school, a single curriculum, a single time, according to the model of standardization and the implicit acceptance that the success of some generates the failure of others” (Alves e Cabral, 2017a, p.8). In a standardized school, many students grow within it with no sense of belonging and learning. Some of these students will be heard in this study in order to understand and learn how they live and feel school. The purpose is to listen to the "voices" of the students who act as segregated from the matrix and philosophy of the school, trying to integrate their perspectives in the dynamics concerning the improvement of the educational processes for the promotion of school success for all students. Therefore, this study aims to help teachers, deeply committed to educating all students, and specially to help the students who act as if “abandoned” in our schools and try to have their voice heard. The methodology implemented consists in a qualitative study, involving twenty-nine students and two teams of class councils, ten teachers in total.
Description
Keywords
Vinculação/desvinculação educativa (In) Sucesso escolar Abandono escolar Aprendizagem Educational binding/ untying Academic sucess/ failure Drop out Learning