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Abstract(s)
Num tempo de mudanças rápidas e intensas, a escola parece permanecer numa imutabilidade que a está a arrastar para muito longe da realidade, do pulsar da vida, do centro de decisão politico-educativa, dos interesses dos alunos. Persistem formas de organização ancestrais- a gramática escolar-, que têm provado a sua inadequação e a sua incapacidade em promover o sucesso escolar em todos os alunos, com os seus constrangimentos e limitações, trazidas dos seus contextos de pertença, familiares e sociais. De facto todos os alunos chegam à escola mas depois nem todos têm aí sucesso. Muitos ainda abandonam a escola sem a escolaridade obrigatória concluída. Neste trabalho procuraremos perceber porquê, incidindo especialmente na análise do funcionamento dos apoios educativos. O objetivo é estudar a forma como esses espaços e tempos educativos estão a ajudar os alunos a resolver as suas dificuldades de aprendizagem. Tentaremos analisar a forma como aí se estrutura o trabalho; perceber as articulações existentes com a planificação do trabalho desenvolvido em contexto letivo/disciplinar; qual o papel das estruturas educativas nessa planificação e consequente operacionalização; como se processa o diagnóstico dos problemas existentes; como se operacionaliza a resposta educativa; se aí existe ou não diferenciação pedagógica (novos rumos, novas estratégias, novas metodologias, novos recursos/instrumentos de trabalho, se há a efetiva capacidade de partir do real conhecimento do aluno e das suas efetivas dificuldades), ou se persistem respostas estandardizadas “à prova” do aluno; se existe uma pedagogia coletiva que igualiza alunos que são diferentes e, por isso, precisam de soluções/ações diversas. Finalmente avançaremos com uma perspetiva de intervenção destinada a ser desenvolvida numa escola pública e pensada para alunos com trajetos educativos marcados por relativa fragilidade e inconstância.
O agrupamento estudado tem caraterísticas similares a muitos outros do interior do país, sendo necessário vencer aí, diariamente, um conjunto de resistências e inconsistências sociais, familiares e discentes que retiram dele a possibilidade organicamente garantida de promover resultados escolares marcados pelo sucesso de todos. Terá por esta razão um valor exemplificativo.
In a time of rapid and deep changes, the school appears to remain immutableness which is dragging it far away from reality, the heartbeat of life, the centre of political and educational decision, and the interests of pupils. Traditional forms of organization still remain “the grammar of schooling”, which has proven its inadequacy and incapacity to bring all students to school success, with their constraints and disabilities brought from their belonging context, family and social backgrounds. In fact all pupils arrive at school but then not all are successful there. Many still leave school without completing compulsory schooling. In this work we will try to understand why, including especially in the analysis the way educational support is operating. The purpose is to study how these spaces and teaching hours are helping pupils to overcome their learning difficulties. We will try to analyse how the work is structured there; understand the existing connections with the planning of the work done in educational/ disciplinary context; the role of educational structures in this planning and consequent implementation; how the diagnosis of existing problems is processed; how the educational response is used; whether or not there is pedagogical differentiation (new directions, new strategies, new methodologies, new resources/ working tools, whether there is the effective capacity of starting from the pupil’s real knowledge and his/her effective difficulties), or if standardized answers remain without taking into account the pupil´s capacity and knowledge; if there is a collective pedagogy that equalizes pupils who are different and therefore need various solutions/actions. Finally we will advance an outlook of the intervention intended to be developed in a public school and designed for students with educational pathways marked by relative weakness and inconstancy. The school that has been studied has similar characteristics to many others from the countryside, and it’s necessary to win there, on a daily basis, a number of resistances and social inconsistencies, family members and students, that withdraw from it the organically guaranteed possibility of promoting academic results marked by the success. It has, for this reason, an exemplifying dimension.
In a time of rapid and deep changes, the school appears to remain immutableness which is dragging it far away from reality, the heartbeat of life, the centre of political and educational decision, and the interests of pupils. Traditional forms of organization still remain “the grammar of schooling”, which has proven its inadequacy and incapacity to bring all students to school success, with their constraints and disabilities brought from their belonging context, family and social backgrounds. In fact all pupils arrive at school but then not all are successful there. Many still leave school without completing compulsory schooling. In this work we will try to understand why, including especially in the analysis the way educational support is operating. The purpose is to study how these spaces and teaching hours are helping pupils to overcome their learning difficulties. We will try to analyse how the work is structured there; understand the existing connections with the planning of the work done in educational/ disciplinary context; the role of educational structures in this planning and consequent implementation; how the diagnosis of existing problems is processed; how the educational response is used; whether or not there is pedagogical differentiation (new directions, new strategies, new methodologies, new resources/ working tools, whether there is the effective capacity of starting from the pupil’s real knowledge and his/her effective difficulties), or if standardized answers remain without taking into account the pupil´s capacity and knowledge; if there is a collective pedagogy that equalizes pupils who are different and therefore need various solutions/actions. Finally we will advance an outlook of the intervention intended to be developed in a public school and designed for students with educational pathways marked by relative weakness and inconstancy. The school that has been studied has similar characteristics to many others from the countryside, and it’s necessary to win there, on a daily basis, a number of resistances and social inconsistencies, family members and students, that withdraw from it the organically guaranteed possibility of promoting academic results marked by the success. It has, for this reason, an exemplifying dimension.