| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.5 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo problematiza as aulas de apoio pedagógico acrescido da disciplina de Matemática, enquanto dispositivo promotor do sucesso escolar dos alunos. Esta medida, que visa possibilitar aos alunos com mais dificuldades uma oportunidade de recuperação, suscitou interesse em compreender de que forma é que estas aulas contribuem para uma melhoria efetiva das aprendizagens, cumprindo os objetivos de promover a equidade e a qualidade do ensino, num contexto de uma escola com 2.º e 3.º ciclos.
Aquelas aulas fazem parte de um conjunto de medidas de promoção do sucesso escolar que essa escola tem implementado. Contudo, os resultados não traduzem as pretendidas melhorias. Esta constatação levou-nos a questionar como se desenvolve todo o processo dessas aulas – desde a sinalização dos alunos, passando pela organização/operacionalização das aulas, até à monitorização/avaliação do impacto destas nas aprendizagens – bem como perceber as perceções dos intervenientes no processo.
A questão de investigação levou-nos a construir um quadro teórico que pretendeu clarificar os conceitos relacionados com o insucesso escolar, bem como outros conceitos complementares, mas que se afiguraram indispensáveis à compreensão e aprofundamento da temática em estudo.
Metodologicamente, o estudo, adotando a tipologia de estudo de caso, assenta num paradigma interpretativo de natureza qualitativa. O instrumento privilegiado foi a entrevista semiestruturada – aos professores de Matemática que lecionam o 9.º ano de escolaridade e ao diretor da escola -, complementada com um inquérito por questionário - aos alunos do 9.º ano que frequentam as aulas de apoio pedagógico acrescido - e com a análise documental, procurando compreender, em profundidade, o contexto do estudo.
Das conclusões, salientamos que estas aulas pouco têm contribuído para a melhoria das aprendizagens. Destacamos a forma como se organizam/operacionalizam estas aulas, cujas estratégias de ensino revelam uma reprodução de rotinas e a escassez de orientação estratégica que responda às diversas situações dos alunos.
This study discusses the classes of pedagogical support of Mathematics as a promoting agent of students’ educational attainment. This measure, which has the aim of providing students with learning difficulties the opportunity to recover, raised our interest in understanding how these classes have effectively contributed to the improvement of learning, meeting the objectives of promoting the equity and the quality of the educational system in the context of a lower secondary school. These classes are part of a set of measures to promote success at school, which that school has implemented. However, the results do not show the expected improvements. This situation raised the question how the whole process has been conducted: from the students’ identification system, organization/ implementation of classes to monitoring/ evaluation of the impact of these classes on learning process - as well as understanding the perceptions of all the parties involved on the process. The issue of research enabled us to develop a theoretical framework which intended to clarify the concepts related to the school failure as well as other complementary concepts, which are also essential to a better understanding of the subject under study. Methodologically, this study, adopting the typology of case study, is based on an interpretative paradigm of qualitative nature. It was adopted the semi-structured interview – to 9th grade Maths teachers and to the school director – complemented by a questionnaire – to 9th grade students who attend these classes of pedagogical support – and with a documentary analysis, trying to deeply understand the context of the study. From the conclusions, it can be pointed out that these classes have contributed very little to the improvements of the learning process. It is highlighted the organization and implementation of these classes, whose teaching strategies reveal a repetition of behaviours and a lack of strategic orientation able to cover all situations.
This study discusses the classes of pedagogical support of Mathematics as a promoting agent of students’ educational attainment. This measure, which has the aim of providing students with learning difficulties the opportunity to recover, raised our interest in understanding how these classes have effectively contributed to the improvement of learning, meeting the objectives of promoting the equity and the quality of the educational system in the context of a lower secondary school. These classes are part of a set of measures to promote success at school, which that school has implemented. However, the results do not show the expected improvements. This situation raised the question how the whole process has been conducted: from the students’ identification system, organization/ implementation of classes to monitoring/ evaluation of the impact of these classes on learning process - as well as understanding the perceptions of all the parties involved on the process. The issue of research enabled us to develop a theoretical framework which intended to clarify the concepts related to the school failure as well as other complementary concepts, which are also essential to a better understanding of the subject under study. Methodologically, this study, adopting the typology of case study, is based on an interpretative paradigm of qualitative nature. It was adopted the semi-structured interview – to 9th grade Maths teachers and to the school director – complemented by a questionnaire – to 9th grade students who attend these classes of pedagogical support – and with a documentary analysis, trying to deeply understand the context of the study. From the conclusions, it can be pointed out that these classes have contributed very little to the improvements of the learning process. It is highlighted the organization and implementation of these classes, whose teaching strategies reveal a repetition of behaviours and a lack of strategic orientation able to cover all situations.
Description
Keywords
Escola Professores Ensino Insucesso escolar Apoio pedagógico acrescido School Teachers Educational system School failure Pedagogical support