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A tutoria específica como instrumento de desenvolvimento humano
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Resumo(s)
Inserida nas medidas de promoção do sucesso educativo, a Tutoria Específica, também designada como autorregulatória, estrutura-se como uma estratégia preconizada pelo Ministério da Educação português destinada a apoiar o desempenho escolar dos alunos com insucesso no 2.º e 3.º ciclos do ensino básico. A presente investigação tem como propósito compreender as condições de implementação do programa no terreno e analisar as perceções sobre os seus efeitos no sucesso educativo dos alunos tutorados. Metodologicamente, mobilizámos uma estratégia de investigação de caráter misto, sob a forma de estudo de caso em três escolas portuguesas da região norte do nosso país. Os dados recolhidos sobre o funcionamento do programa e os resultados escolares dos alunos foram analisados cruzando diferentes técnicas (e.g., análise documental; questionário; entrevista; focus groups e observação livre), que permitiram inferir o alinhamento e a validade pedagógica deste recurso adicional na/para a promoção do sucesso escolar nos contextos estudados, verificando-se ganhos de aprendizagem ao nível pessoal, académico e comportamental nos alunos envolvidos. Em concordância com trabalhos anteriormente realizados neste domínio das tutorias em meio escolar, o nosso estudo ilustra a associação entre relações de apoio prolongadas e de alta qualidade a ganhos de aprendizagem alcançados pelos alunos, sendo mais evidentes nos que se encontram em situação de risco de abandono escolar.
Inserted in the measures to promote educational success, Specific Tutoring, also known as self-regulatory tutoring, is structured as a strategy advocated by the Portuguese Ministry of Education to support the academic success of students with academic failure in the 2nd and 3rd cycles of basic education. The purpose of this research is to understand the implementation conditions of the program in the field and to analyse the perceptions of its effects on the educational success of the tutored students. Methodologically, we mobilised a mixed-method research strategy in the form of a case study in three Portuguese schools in the northern region of the country. The collected data on the functioning of the program and the students' school results were analysed using different techniques (e.g., document analysis; questionnaires; interviews; focus groups and free observation) which allowed us to infer the alignment and pedagogical validity of this additional resource in promoting school success in the studied contexts, and to verify learning improvements at a personal, academic and behavioural level in the students involved. In accordance with previous work in the field of tutoring in schools, our study illustrates the association between long-term, high-quality support relationships and learning improvements achieved by students, particularly in students at risk of school dropout.
Inserted in the measures to promote educational success, Specific Tutoring, also known as self-regulatory tutoring, is structured as a strategy advocated by the Portuguese Ministry of Education to support the academic success of students with academic failure in the 2nd and 3rd cycles of basic education. The purpose of this research is to understand the implementation conditions of the program in the field and to analyse the perceptions of its effects on the educational success of the tutored students. Methodologically, we mobilised a mixed-method research strategy in the form of a case study in three Portuguese schools in the northern region of the country. The collected data on the functioning of the program and the students' school results were analysed using different techniques (e.g., document analysis; questionnaires; interviews; focus groups and free observation) which allowed us to infer the alignment and pedagogical validity of this additional resource in promoting school success in the studied contexts, and to verify learning improvements at a personal, academic and behavioural level in the students involved. In accordance with previous work in the field of tutoring in schools, our study illustrates the association between long-term, high-quality support relationships and learning improvements achieved by students, particularly in students at risk of school dropout.
Descrição
Palavras-chave
Tutoria Tutoria específica Aprendizagem Sucesso educativo Desenvolvimento humano Tutoring Specific tutoring Learning Educational success Human development
Contexto Educativo
Citação
Editora
Center for Research in Education, Institute of Education of the University of Minho