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Abstract(s)
A escola do 2º e 3º ciclos em estudo tem vindo a implementar um conjunto alargado de
medidas de promoção de sucesso escolar. Contudo, essas medidas não se têm vindo a traduzir nas
melhorias desejadas ao nível do sucesso escolar dos alunos. A constatação desta situação levou-nos a
questionar que medidas são essas, como são aplicadas e quais os impactos que produzem, na perceção
dos diferentes atores educativos. O presente estudo procura respostas para estas questões, focando-se
na forma como a escola se organiza para o sucesso, na forma de implementar as medidas delineadas e
nos impactos que as mesmas têm tido na melhoria dos resultados dos alunos.
Este estudo tipo caso insere-se num paradigma interpretativo, tendo-se optado por um design
metodológico misto. Foram realizados três inquéritos por questionário: dois aos alunos, sobre a escola,
no geral, e a qualidade do ensino e um aos professores, sobre a escola. Procedeu-se à analise
documental do Projeto Educativo, do Contrato de Autonomia, do Plano Anual de Atividades, do Plano
de Melhoria e do Relatório Final do Plano de Melhoria. Ao longo do estudo realizou-se, também, uma
observação não estruturada aos docentes.
Os resultados obtidos apontam para uma escola que parece ter dificuldade em definir medidas
concretas de promoção do sucesso escolar. Considera o trabalho colaborativo entre docentes, a
organização de turmas homogéneas, o trabalho realizado em sala de aula, o apoio dos serviços de
Psicologia e orientação, as aulas de apoio, as assessorias, a Sala de estudo e todas as atividades que se
realizam na escola como medidas de promoção do sucesso escolar. Promove aulas de apoio e apoio
individualizado, mas nem todos os alunos propostos pelos docentes são abrangidos por esta medida.
Os alunos manifestam algum desagrado quanto aos horários das aulas de apoio e à dinamização da sala
de estudo.
A escola não tem por hábito uma monotorização efetiva dos impactos das aulas de apoio, das
assessorias e da Sala de Estudo. No âmbito do presente estudo, e na dupla condição de investigadora e
de elemento da equipa de avaliação, promoveu-se uma monitorização dos impactos das aulas de apoio
e das assessorias. Não foi possível monitorizar os impactos da sala de estudo devido à falta de
elementos. Concluiu-se que estas medidas tiveram uma taxa de sucesso muito reduzida: 32% dos
alunos que frequentaram as aulas de apoio obtiveram sucesso nas disciplinas respetivas, 26% dos
alunos que beneficiaram de aulas de apoio individualizado obtiveram sucesso nas disciplinas
respetivas e 23% dos alunos que beneficiaram de assessorias semanais obtiveram sucesso nas
disciplinas respetivas. O insucesso destas medidas é atribuído pelos docentes ao incumprimento das
estratégias da responsabilidade do aluno.
Foi ainda possível registar uma cultura de escola na qual os processos de avaliação da
qualidade da ação educativa estão pouco enraizados e provocam resistências por parte de alguns docentes. Tanto os docentes como os alunos manifestam desagrado quanto aos horários das turmas e
alguma preocupação quanto ao comportamento de alguns alunos. Os alunos têm horários muito
preenchidos, deixando-os com pouco tempo livre e regista-se alguma dificuldade em controlar os
comportamentos inadequados dos alunos.
Não é generalizada a utilização de diferentes estratégias de ensino nas aulas, bem como de
diferentes formas de avaliar. Privilegia-se a exposição/explicação do professor combinada com diálogo
com os alunos e a avaliação através de testes escritos. A taxa de sucesso escolar tem vindo a aumentar
no 1º e no 3º ciclos para 96,3% e 95,1%, respetivamente. No entanto, tem vindo a diminuir no 2º ciclo
para 87,8%. A taxa de sucesso no 1º e 3º ciclos encontra-se bastante acima da meta prevista no Projeto
Educativo, 86%, e no 2º Ciclo, ligeiramente acima. Desde o início do Contrato de Autonomia,
2012/13, a taxa de insucesso diminuiu 41,3% no 1º ciclo, 44,9% no 3º ciclo e aumentou 58,4% no 2º
ciclo.
A escola parece apostar mais na promoção de mais tempo escolar e não de um outro tempo
escolar, mantendo-se praticamente inalteradas as regras da gramática escolar e as estratégias de ensino
mobilizadas pelos docentes, responsabilizando-se essencialmente os alunos pelo insucesso escolar.
The 2nd and 3rd cycles of compulsory school - object of this work - have been implementing a wide set of measures to promote academic success. However, those measures haven't produced the expected development in the academic success of the students. This fact made us ask what those measures are, how they are implemented and which impacts they have in the perception of the different educational actors. This study aims to answer these questions, focusing on the way school organises itself for success, on the ways of implementing the designed measures and on the impact they have had on the school results of students. This type study is framed by an interpretative paradigm and we chose a mixed methodological design. We have made three quiz inquiries: two for the students (about school in general and about the quality of teaching) and one for the teachers (about school). We have analysed the documents: Educational Project, Autonomy Contract, Annual Activities Plan, Improvement Plan and Final Report of the Improvement Plan. Throughout this study we have also made a non-structured observation of the teachers. The results indicate a school that seems to have difficulties in defining specific measures to promote academic success. In this study we take into account collaborative work among teachers, the organisation of homogeneous classes, the tasks developed in the classroom, the support of the psychological and guiding services, the co-teaching experiences, the study room and all the other activities developed within the school that aim to promote academic success. School promotes remedial lessons and individual lessons, but not all students indicated by the teachers are covered by these measures. Students do not like the schedules of these lessons neither the way the study room is organised. School does not make an effective supervision of the impact of remedial lessons, of co-teaching experiences or of the study room. For this study, and being both a researcher and a member of the evaluation team, we promoted a supervision of the impacts of remedial lessons and co-teaching experiences. It was not possible to supervise the impacts of the study room due to the lack of data. We concluded that these measures had a very low success rate: 32% of the students who attended remedial lessons had success in the respective subject, 26% of the students who had individual lessons had success in the respective subject and 23% of the students who benefitted from weekly co-teaching experiences had success in the respective subject. According to the teachers the failure of these measures is due to the lack of commitment of the students. Besides, it was possible to notice a school culture in which the evaluation of the quality of the educational practices is not common and which some teachers tend to resist. Both teachers and students express some discontent towards the classes' timetables and concern regarding some students' behaviour. Students have busy timetables, allowing them little free time and there is a relevant difficulty in controlling students' misbehaviours. The use of different educational practices in classes is not widespread, and the same happens with different evaluation strategies. Lessons are usually dominated by teachers' explanations, just like lectures, combined with some dialogue with the students and evaluation is usually made by written tests. The academic success rate has been increasing in the 1st and 3rd cycles to 96,3% and 95,1% respectively. Nevertheless, it has been decreasing in the 2nd cycle to 87,8%. The success rate in the 1st and 3rd cycles is much above the goal of 86% predicted in the Educational Project and in the 2nd cycle is slightly above. Since the beginning of the Autonomy Contract in 2012/13, the failure rate decreased 41,3% in the 1st cycle, 44,9% in the 3rd cycle and it increased 58,4% in the 2nd cycle. School seems to give importance to the promotion of a longer school hours instead of an alter school time, maintaining unchanged the rules of school grammar and the educational strategies driven by teachers, being students essentially seen as the guilty part in their own failure.
The 2nd and 3rd cycles of compulsory school - object of this work - have been implementing a wide set of measures to promote academic success. However, those measures haven't produced the expected development in the academic success of the students. This fact made us ask what those measures are, how they are implemented and which impacts they have in the perception of the different educational actors. This study aims to answer these questions, focusing on the way school organises itself for success, on the ways of implementing the designed measures and on the impact they have had on the school results of students. This type study is framed by an interpretative paradigm and we chose a mixed methodological design. We have made three quiz inquiries: two for the students (about school in general and about the quality of teaching) and one for the teachers (about school). We have analysed the documents: Educational Project, Autonomy Contract, Annual Activities Plan, Improvement Plan and Final Report of the Improvement Plan. Throughout this study we have also made a non-structured observation of the teachers. The results indicate a school that seems to have difficulties in defining specific measures to promote academic success. In this study we take into account collaborative work among teachers, the organisation of homogeneous classes, the tasks developed in the classroom, the support of the psychological and guiding services, the co-teaching experiences, the study room and all the other activities developed within the school that aim to promote academic success. School promotes remedial lessons and individual lessons, but not all students indicated by the teachers are covered by these measures. Students do not like the schedules of these lessons neither the way the study room is organised. School does not make an effective supervision of the impact of remedial lessons, of co-teaching experiences or of the study room. For this study, and being both a researcher and a member of the evaluation team, we promoted a supervision of the impacts of remedial lessons and co-teaching experiences. It was not possible to supervise the impacts of the study room due to the lack of data. We concluded that these measures had a very low success rate: 32% of the students who attended remedial lessons had success in the respective subject, 26% of the students who had individual lessons had success in the respective subject and 23% of the students who benefitted from weekly co-teaching experiences had success in the respective subject. According to the teachers the failure of these measures is due to the lack of commitment of the students. Besides, it was possible to notice a school culture in which the evaluation of the quality of the educational practices is not common and which some teachers tend to resist. Both teachers and students express some discontent towards the classes' timetables and concern regarding some students' behaviour. Students have busy timetables, allowing them little free time and there is a relevant difficulty in controlling students' misbehaviours. The use of different educational practices in classes is not widespread, and the same happens with different evaluation strategies. Lessons are usually dominated by teachers' explanations, just like lectures, combined with some dialogue with the students and evaluation is usually made by written tests. The academic success rate has been increasing in the 1st and 3rd cycles to 96,3% and 95,1% respectively. Nevertheless, it has been decreasing in the 2nd cycle to 87,8%. The success rate in the 1st and 3rd cycles is much above the goal of 86% predicted in the Educational Project and in the 2nd cycle is slightly above. Since the beginning of the Autonomy Contract in 2012/13, the failure rate decreased 41,3% in the 1st cycle, 44,9% in the 3rd cycle and it increased 58,4% in the 2nd cycle. School seems to give importance to the promotion of a longer school hours instead of an alter school time, maintaining unchanged the rules of school grammar and the educational strategies driven by teachers, being students essentially seen as the guilty part in their own failure.
Description
Keywords
Sucesso escolar Gramática escolar Melhoria organizacional Academic success School grammar Organizational improvement