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Abstract(s)
O propósito deste estudo é dar voz às perceções que os alunos do ensino básico têm sobre a Escola, oferecendo espaço para uma reflexão sobre o modo como as vertentes relacionadas com as aprendizagens sociais, o currículo, a relação pedagógica e a avaliação podem afetar o desenvolvimento do aluno no seu processo de aprendizagem. Colocando o enfoque, do nosso estudo, no que os alunos pensam e sentem sobre a escola, sobre o seu processo de escolarização, visamos redimensionar o “olhar de fora” da escola a partir do “sentir por dentro”, obtendo, deste modo, uma “visão” de quem a vivencia diariamente, das suas engrenagens centrais, da construção da dinâmica da instituição e para quem ela pode marcar um percurso de uma vida. Assim sendo, com esta investigação procurou-se: 1) Conhecer o significado que os jovens em geral atribuem às suas vivências escolares, no âmbito da diversidade cultural; 2) Identificar problemas reais dos alunos na escola; 3) Conhecer de que forma essas perceções que os alunos têm sobre a escola afetam o aproveitamento escolar; 4) Conhecer diferentes propostas dos alunos no que se refere a atividades e dinâmicas que estes considerem importantes para melhorar o processo de aprendizagem; Esta pesquisa situa-se num paradigma fenomenológico-interpretativo, tendo-se aplicado instrumentos de cariz quantitativo (questionário) e qualitativo (narrativas) nesta última a técnica de tratamento de dados foi a análise de conteúdo. Tendo em consideração que as investigações qualitativas privilegiam, essencialmente, a compreensão dos problemas a partir da perspetiva dos sujeitos da investigação, pretende-se assim entrar no mundo pessoal dos discentes. Trata-se, portanto, de um estudo exploratório, descritivo e interpretativo, em que se ambiciona retratar a visão e as experiências escolares dos discentes que tão pouco são tidas em conta, aquando da produção/aplicação de instrumentos de organização e avaliação da Escola. Para os alunos que participaram neste estudo a escola é um palco de atos marcantes, onde simultaneamente possam ser atores e autores dos seus papéis. Os resultados obtidos e a analisados neste estudo permitem-nos concluir que os alunos apresentam uma visão tendencialmente positiva nas suas relações interpessoais essencialmente com os pares e com a maior parte dos professores, consubstanciando-se a escola como um lugar de sociabilização, onde se estabelecem laços afetivos que ficam “para a vida”. Concomitantemente têm igualmente uma opinião muito otimista da sua visão da Escola em que a designam como um espaço onde gostam de estar e que lhes desperta sentimentos como Felicidade. Evidenciaram ter capacidade de decisão e que sabem o que querem da escola. Mostraram igualmente vontade de que a sua voz fosse ouvida através do modo massivo como participaram neste estudo. Escutar a voz dos alunos é adquirirmos aprendizagens para a vida, é proporcionar espaço para a construção de uma Escola como um espaço de Cidadania comprometida em formar cidadãos donos de uma voz ativa, participativa e interventiva que contribua para uma Sociedade mais Democrática.
The purpose of this study is to give voice to the perceptions those in the basic education level have about School, whilst providing room for a reflection about the way the relations towards social learnings, curriculum, pedagogic relations and evaluation can assist the student’s development in its learning career. Focusing this study in what students believe and feel about school, about the learning process, we aim do give the schools “outside look” another perspective, starting with “believe from inside”, obtaining some “insight” from those who truly live all the gears, construction and dynamics the institutions have in place so they can provide a way of life and chart a course for the future of the children. This research aimed to: 1) Understand what the school ultimately signifies to those who learn in it, live in it, within the scope of cultural diversity; 2) Identify real problems straight from the children; 3) Recognize how the children's perceptions about school compromise their ultimate enjoyment; 4) Acknowledge student’s propositions regarding activities they recognize to be important towards their learning-process; This analysis faces a phenomenological-interpretive paradigm, being applied to instruments of qualitative nature (narratives) and quantitative (questionnaire), the latter applied content analysis for data treatment. Considering that qualitative investigations privilege problem comprehension starting from the perspective of the subjects in question, it's intended to enter the student’s personal world. The study bases itself from exploration, description and interpretation that strives to represent the vision and the experiences that the students live, so ultimately unheard-of, when accounting the instruments used for a global evaluation towards the school. For the students that participated in this study, the school is but a stage for major events, where they can be both the authors and the actors of their own roles. What was obtained and analysed in this study allows us to conclude that students present a positive tendency towards their interpersonal relations with pairs and with most of the teachers, consubstantiation the school as a place of socialization, where established bonds remain “for life”. Concomitantly, they equally share a very optimistic opinion about school in which they designate it as a space that awakens well-being, comfort and joy. They evidenced the ability to decide what is best for the school. They equally showed a wish for their voice and opinions to be heard like in the way it was heard for this work. To listen to their voice is to acquire a lifelong lesson, it’s to propose a space in which the school behaves like a citizenship, compromised to create new citizens, owners of their own free will and free speech, participative and interventive, that contributes towards a more Democratic Society.
The purpose of this study is to give voice to the perceptions those in the basic education level have about School, whilst providing room for a reflection about the way the relations towards social learnings, curriculum, pedagogic relations and evaluation can assist the student’s development in its learning career. Focusing this study in what students believe and feel about school, about the learning process, we aim do give the schools “outside look” another perspective, starting with “believe from inside”, obtaining some “insight” from those who truly live all the gears, construction and dynamics the institutions have in place so they can provide a way of life and chart a course for the future of the children. This research aimed to: 1) Understand what the school ultimately signifies to those who learn in it, live in it, within the scope of cultural diversity; 2) Identify real problems straight from the children; 3) Recognize how the children's perceptions about school compromise their ultimate enjoyment; 4) Acknowledge student’s propositions regarding activities they recognize to be important towards their learning-process; This analysis faces a phenomenological-interpretive paradigm, being applied to instruments of qualitative nature (narratives) and quantitative (questionnaire), the latter applied content analysis for data treatment. Considering that qualitative investigations privilege problem comprehension starting from the perspective of the subjects in question, it's intended to enter the student’s personal world. The study bases itself from exploration, description and interpretation that strives to represent the vision and the experiences that the students live, so ultimately unheard-of, when accounting the instruments used for a global evaluation towards the school. For the students that participated in this study, the school is but a stage for major events, where they can be both the authors and the actors of their own roles. What was obtained and analysed in this study allows us to conclude that students present a positive tendency towards their interpersonal relations with pairs and with most of the teachers, consubstantiation the school as a place of socialization, where established bonds remain “for life”. Concomitantly, they equally share a very optimistic opinion about school in which they designate it as a space that awakens well-being, comfort and joy. They evidenced the ability to decide what is best for the school. They equally showed a wish for their voice and opinions to be heard like in the way it was heard for this work. To listen to their voice is to acquire a lifelong lesson, it’s to propose a space in which the school behaves like a citizenship, compromised to create new citizens, owners of their own free will and free speech, participative and interventive, that contributes towards a more Democratic Society.
Description
Keywords
Gramática escolar Relações pedagógicas Perceções dos alunos Sentidos da escola Voz dos alunos Organização escolar Grammar Pedagogic relationships Student’s perspective School meanings Students voice School organisations