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Abstract(s)
Ao longo dos últimos anos o sucesso educativo e prevenção do abandono
escolares têm sido uma constante das políticas dos sucessivos governos. Verificase
também uma preocupação pelas desigualdades sociais existentes e pelas
condições precárias em que muitas famílias sobrevivem em determinadas zonas,
procurando-se através da escola atenuar ou resolver muitos dos problemas
verificados. Seguindo o exemplo de outros países, Portugal lançou os Territórios
Educativos de Intervenção Prioritária. Numa perspectiva de melhorar os
resultados académicos através do envolvimento com a comunidade, das relações
de parceria e do aumento dos recursos escolares.
Nesta investigação procuraremos perceber como é que um agrupamento de
escolas procedeu à implementação de tal medida, que relações estabeleceu com a
comunidade e quais os parceiros envolvidos. Pretende-se, também, perceber como
se organizou tendo sempre como referência o alcance do sucesso educativo. Para
tal foi necessário proceder a um estudo global sobre a legislação e sobre os
diferentes conceitos envolvidos, bem como sobre as diferentes teorias.
Este é um estudo de caso com recurso à metodologia qualitativa tendo sido
aplicadas diversas técnicas de recolha de dados como as entrevistas, a observação
e a análise documental. As entrevistas foram realizadas a cinco actores envolvidos
na equipa do projecto e na sua implementação. Tendo sido entrevistadas a
psicóloga, a técnica social, a coordenadora dos tutores e directores de turma, o
coordenador da equipa e a responsável pela acção parental, por nos parecerem
actores intervenientes na relação da escola com a família e com a comunidade
bem como na organização e implementação do projecto.
Over recent years the educational success and dropout prevention has been a constant policy of successive governments. There is also a concern for social inequalities and the precarious conditions in which many families survive in certain areas, seeking to mitigate through the school or solve many of the problems encountered. Following the example of other countries, Portugal launched the Educational Territories of Priority Intervention. This program was launched in order to improve academic achievement through community involvement, partnership relations and through the increase of school resources. This research will seek to realize, through a case study, of how a group of schools carried out the implementation of this measure, which relationships were established with the community and who were the partners involved. The aim is also to see how did they organized having in reference always the range of educational success. This is why we needed to make an overall study on legislation and on the different concepts involved as well as the different theories. This is a case study using the qualitative methodology, it has been applied several techniques of data collection such as interviews, observation and document analysis. The interviews were conducted at five players involved in the project team and in its implementation. Having been interviewed a psychologist, a social technique, the coordinator of the tutors and class directors, the team leader and responsible for parental action, because they looked interventional in the school's relationship with the family and the community and in the organization and implementation of the project.
Over recent years the educational success and dropout prevention has been a constant policy of successive governments. There is also a concern for social inequalities and the precarious conditions in which many families survive in certain areas, seeking to mitigate through the school or solve many of the problems encountered. Following the example of other countries, Portugal launched the Educational Territories of Priority Intervention. This program was launched in order to improve academic achievement through community involvement, partnership relations and through the increase of school resources. This research will seek to realize, through a case study, of how a group of schools carried out the implementation of this measure, which relationships were established with the community and who were the partners involved. The aim is also to see how did they organized having in reference always the range of educational success. This is why we needed to make an overall study on legislation and on the different concepts involved as well as the different theories. This is a case study using the qualitative methodology, it has been applied several techniques of data collection such as interviews, observation and document analysis. The interviews were conducted at five players involved in the project team and in its implementation. Having been interviewed a psychologist, a social technique, the coordinator of the tutors and class directors, the team leader and responsible for parental action, because they looked interventional in the school's relationship with the family and the community and in the organization and implementation of the project.
Description
Keywords
Exclusão Sucesso escolar Parcerias Comunidade Territórios educativos de intervenção prioritária Exclusion School success Partnerships Community Educational territories of priority intervention