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Abstract(s)
Muito se tem investigado e publicado sobre sucesso educativo. O sucesso dos alunos é, de facto, uma variável de grande complexidade social e política, na medida em que não se prende apenas com as políticas sociais e educativas vigentes, mas também com o contexto sociocultural das famílias, o quadro institucional da escola, a direção, os professores, os alunos, os currículos, os recursos, o clima da escola, as opções pedagógicas e, ainda, com as disposições, atitudes e comportamentos dos alunos. Neste seguimento, e perante uma sociedade em constante mudança, quais serão, efetivamente, os preditores de sucesso dos alunos? Além disso, será que um aluno com sucesso escolar no final da escolaridade obrigatória se sente uma pessoa autónoma, responsável e preparada para ser um cidadão ativo? Enquanto professora do ensino secundário, na área da Física e da Química e com uma longa carreira docente, quase em exclusivo na mesma escola, tenho tido oportunidade de trabalhar constantemente com alunos do mesmo meio sociocultural que obtêm sucesso escolar no ensino secundário. Assim, tendo por base as questões supracitadas, aliadas ao conhecimento, à experiência in loco com alunos de sucesso e à disponibilidade e seriedade dos mesmos, surgiu a motivação para a realização deste trabalho intitulado “Sucesso Escolar dos Alunos no Ensino Secundário dos Cursos Científico-Humanísticos”. Após definir o conceito de alunos com sucesso e de os identificar com base numa análise documental dos seus resultados escolares, recorreu-se a um estudo predominantemente qualitativo de natureza interpretativa. Desta feita, conseguiu-se perceber de que forma os alunos com sucesso sentem e avaliam, efetivamente, a escola, destacando-se os seguintes fatores promotores do seu sucesso escolar: definição de objetivos claros e realistas, geradores de motivação e autoestima; práticas de estudo regulares e autorregulação da sua aprendizagem; um estilo parental democrático; uma boa relação pedagógica com os professores; um bom e ambicioso grupo turma e um horário escolar adequado. É de salientar que, para a maioria destes alunos, o conceito de sucesso encontra-se, ainda, muito ligado aos resultados dos exames e à média final do curso, sendo esta uma das razões pela qual, apesar de obterem bons resultados escolares, manifestam algum descontentamento com a sua experiência escolar.
A lot has been investigated and published about educational success. In fact, students’ success is a variable of great social and political complexity, as it is not only related with the current social and educational policies. Success is also connected with family's sociocultural context, school institutional boards, management, teachers, students, school curricula, resources, school environment, pedagogical options and also with the students’ dispositions, attitudes and behaviors. Therefore, in front of a society in constant change, will a successful student feel a responsible person, autonomous and prepared to be an active citizen at the end of compulsory education? Which will effectively be students’ success predictors? As a secondary school teacher with a long teaching career in the area of Physics and Chemistry, almost exclusively at the same school, I have had the opportunity to work constantly with students from the same socio-cultural background who are successful in secondary school. So, the motivation for the accomplishment of this work entitled “Sucesso Escolar dos Alunos no Ensino Secundário dos Cursos Científico-Humanísticos” was based on the relevance of the above question, combined with knowledge, on-site experience with successful students and with their availability and seriousness. After defining the concept of successful students and identifying them by considering a documentary analysis of their school results, it was used a qualitative study of interpretative nature in order to answer to the object of this investigation. This way, it was possible to understand how successful students effectively feel and evaluate school and to highlight the following factors that promote student success: having clear and realistic goals which endorse higher expectations by promoting motivation and self esteem; regular study practices and self-regulation of their learning; a democratic parenting style; a good pedagogical relationship with teachers; an ambitious class and an adequate school schedule. It should be noted that, for most of these students, the concept of success is still very connected with the results of exams and with the final average of the course, which is one of the reasons why they manifest some discontentment with their school experience, despite obtaining high academic performance.
A lot has been investigated and published about educational success. In fact, students’ success is a variable of great social and political complexity, as it is not only related with the current social and educational policies. Success is also connected with family's sociocultural context, school institutional boards, management, teachers, students, school curricula, resources, school environment, pedagogical options and also with the students’ dispositions, attitudes and behaviors. Therefore, in front of a society in constant change, will a successful student feel a responsible person, autonomous and prepared to be an active citizen at the end of compulsory education? Which will effectively be students’ success predictors? As a secondary school teacher with a long teaching career in the area of Physics and Chemistry, almost exclusively at the same school, I have had the opportunity to work constantly with students from the same socio-cultural background who are successful in secondary school. So, the motivation for the accomplishment of this work entitled “Sucesso Escolar dos Alunos no Ensino Secundário dos Cursos Científico-Humanísticos” was based on the relevance of the above question, combined with knowledge, on-site experience with successful students and with their availability and seriousness. After defining the concept of successful students and identifying them by considering a documentary analysis of their school results, it was used a qualitative study of interpretative nature in order to answer to the object of this investigation. This way, it was possible to understand how successful students effectively feel and evaluate school and to highlight the following factors that promote student success: having clear and realistic goals which endorse higher expectations by promoting motivation and self esteem; regular study practices and self-regulation of their learning; a democratic parenting style; a good pedagogical relationship with teachers; an ambitious class and an adequate school schedule. It should be noted that, for most of these students, the concept of success is still very connected with the results of exams and with the final average of the course, which is one of the reasons why they manifest some discontentment with their school experience, despite obtaining high academic performance.
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Keywords
Escola Eficácia Alunos Sucesso Ensino secundário School Effectiveness Students Success Secondary school