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Advisor(s)
Abstract(s)
O fenómeno do abandono escolar precoce, não sendo novo, nem exclusivo,
permanece como uma das mais prementes preocupações. A institucionalização
da escolaridade obrigatória fez crescer o clima compulsivo, obrigando todos a
frequentar a escola, e trouxe consigo um novo fenómeno: o de alunos que estão
em abandono escolar, não efetivo, mas oculto dentro da própria escola.
Foi nosso propósito comprovar empiricamente que no ensino básico há alunos
que, possuindo características e percursos de abandono escolar, permanecem
matriculados, mas desengajados e, neste sentido, em abandono oculto.
Quisemos, então, compreender o que acontece na escola com estes alunos,
quais as suas trajetórias escolares e os motivos do seu alheamento, procurando
desvelar a realidade por detrás das estatísticas.
Para tal, procedemos a uma clarificação conceptual, convocando os conceitos
de Abandono Precoce de Educação e Formação (APEF), de desengajamento
escolar e de abandono oculto. Partindo dos seus mais fortes preditores – o fraco
desempenho escolar, o absentismo e os problemas de comportamento/
indisciplina – construímos um Perfil de Aluno em Abandono Oculto e
concebemos um Dispositivo de Identificação do Abandono Oculto (DIAO).
Ao pretender iluminar esta problemática, ancorados no paradigma da
complexidade, numa metodologia de cariz qualitativo e numa lógica de estudo
de caso múltiplo, procurámos descrever e compreender o(s) fenómeno(s) com
maior profundidade.
Os dados recolhidos e analisados a partir da aplicação do DIAO permitiram-nos
identificar, caracterizar os alunos em abandono oculto e definir em que nível de
gravidade estão. Os resultados levam-nos a concluir que existe abandono oculto
no agrupamento-contexto, fruto de um processo de desengajamento escolar,
patente no forte contributo das variáveis fraco desempenho escolar, absentismo
e problemas de comportamento/ indisciplina para o abandono oculto e o APEF.
Neither new, nor exclusive, the phenomenon of early school leaving remains one of the most pressing concerns. The institutionalization of compulsory education has increased compulsive climate, forcing everyone to attend school and brought with it a new phenomenon: the students who are in school dropout, not effective, but hidden within the school itself. It was our purpose to prove empirically that in primary and secondary education there are students who, having characteristics and pathways of school dropout, remain enrolled but disengaged and, in this sense, they’re in hidden dropout. Thus, we wanted to understand what happens at school with these students, what are their school trajectories and the reasons for their disconnection, trying to reveal the reality behind the statistics. To accomplish this task, we proceeded to a conceptual clarification, calling the concepts of early leaving education and training (ELET), school disengagement and hidden dropout. Starting from its strongest predictors - poor school performance, absenteeism, and behavioral / indiscipline problems - we built a Hidden Dropout Student Profile and designed a Hidden Dropout Identification Device (HDID). In order to enlighten this problem, anchored in the paradigm of complexity, in a qualitative methodology and in a logic of multiple case study, we sought to describe and understand the phenomenon(s) in greater depth. The data collected and analyzed from the application of HDID allowed us to identify, characterize students in hidden dropout and set the severity level at which they are. The results lead us to conclude that there is hidden dropout in the school-context, as a result of a process of school disengagement, reflected in the strong contribution of the variables poor school performance, absenteeism and behavioral problems / indiscipline to the hidden dropout and ELET.
Neither new, nor exclusive, the phenomenon of early school leaving remains one of the most pressing concerns. The institutionalization of compulsory education has increased compulsive climate, forcing everyone to attend school and brought with it a new phenomenon: the students who are in school dropout, not effective, but hidden within the school itself. It was our purpose to prove empirically that in primary and secondary education there are students who, having characteristics and pathways of school dropout, remain enrolled but disengaged and, in this sense, they’re in hidden dropout. Thus, we wanted to understand what happens at school with these students, what are their school trajectories and the reasons for their disconnection, trying to reveal the reality behind the statistics. To accomplish this task, we proceeded to a conceptual clarification, calling the concepts of early leaving education and training (ELET), school disengagement and hidden dropout. Starting from its strongest predictors - poor school performance, absenteeism, and behavioral / indiscipline problems - we built a Hidden Dropout Student Profile and designed a Hidden Dropout Identification Device (HDID). In order to enlighten this problem, anchored in the paradigm of complexity, in a qualitative methodology and in a logic of multiple case study, we sought to describe and understand the phenomenon(s) in greater depth. The data collected and analyzed from the application of HDID allowed us to identify, characterize students in hidden dropout and set the severity level at which they are. The results lead us to conclude that there is hidden dropout in the school-context, as a result of a process of school disengagement, reflected in the strong contribution of the variables poor school performance, absenteeism and behavioral problems / indiscipline to the hidden dropout and ELET.
Description
Keywords
Abandono oculto Abandono precoce de educação e formação Desengajamento escolar Retenção e absentismo escolar Hidden dropout Early leaving of education and training School disengagement School failure and absenteeism