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Advisor(s)
Abstract(s)
A via profissionalizante em Portugal surgiu para dar resposta às necessidades
fundamentais de alunos que procuram uma alternativa ao ensino regular. Em 1989 é
implementado pela primeira vez nas escolas profissionais e em 2004, passou a fazer
parte da oferta formativa de algumas escolas públicas. Esta oferta surge num sistema
educativo tradicional, herdado de uma escola que, na segunda metade do seculo XX,
abriu as suas portas a todos os alunos, tornando-se uma escola massificada fruto da
necessidade de responder aos desafios da fábrica. O ensino de elites deu lugar ao ensino
de massas, marcado pelo sistema tradicional de organização e transmissão de
conhecimentos que ainda hoje, prevalece na escola portuguesa.
A introdução dos cursos profissionais nas escolas públicas pretendia, juntamente com os
restantes cursos, contribuir para o aumento das competências básicas dos alunos
portugueses e para o cumprimento do objetivo da Comissão Europeia de formar 85%
dos jovens com 22 anos da União europeia com o 12º ano (in, Iniciativa Novas
Oportunidades, 2005).
Contudo, o ensino profissional nem sempre se configurou como percurso de sucesso,
promotor da inclusão, sendo muitas vezes visto como um ensino de segundas
oportunidades e havendo uma estigmatização dos alunos que o frequentam, como sendo
os mais desmotivados, os incapazes, os indisciplinados.
A taxa de inscrição nos cursos profissionais cresceu nas escolas públicas desde a sua
implementação em 2004/05 com um total de 36 765 alunos, para 114 848, em
2014/2015, (DGEEC, 2016). No entanto os índices de conclusão têm sofrido algumas
oscilações, levando a que alguns alunos abandonem a escola, após obterem os 18 anos,
sem, no entanto concluírem a escolaridade obrigatória conforme definido na Lei nº
85/2009 de 27 de agosto.
O ensino profissional não deve ser percecionado como um ensino para os que não
querem ou não sabem, mas uma oferta delineada para o sucesso de todos e de cada um,
que se diferencia do outro pela individualidade do ser “eu” e pela vontade do querer
saber “fazer”.
Ao construímos uma escola inclusiva é necessário aceitar o desafio de prever e conceber
diferentes processos e meios de ensinar, para que os alunos se sintam reconhecidos,
respeitados e dispostos a aprender.
O nosso estudo centrou-se num agrupamento onde são ministrados cursos do ensino
profissional com uma contextualização social, cultural e economicamente desfavorecida
e com uma população escolar com poucas expetativas académicas. Com o presente
trabalho, pretendemos estudar o modelo pedagógico adotado pelos docentes que
lecionam nas turmas do ensino profissional e as práticas pedagógicas potenciadoras de
um ensino individualizado e diferenciado, capaz de motivar os alunos para novas
aprendizagens.
Na nossa investigação, decidimos utilizar como técnicas de recolha de dados, a análise
documental, recorrendo à legislação em vigor e aos documentos estruturantes do
agrupamento, ao Projeto Educativo do agrupamento em estudo e aos Planos de Turma
dos cursos do ensino profissional. Realizamos ainda entrevistas, sob a forma de Focus
Group, a alguns atores que diariamente ocupam o espaço escolar do local em estudo. O
grupo de intervenientes englobou oito alunos do 11º e 12º Anos, que frequentavam os
cursos profissionais, dois professores, dois diretores de turma e um diretor de curso com
componente letiva e cargos pedagógicos nas turmas do ensino profissional
O nosso trabalho permite-nos concluir que alguns docentes continuam, ainda, a
implementar práticas tradicionalistas que marcaram um ensino elitista, de mera
transmissão de saberes livrescos. Os alunos ambicionam professores inovadores,
apaixonados pela profissão e pela arte de ensinar não a “todos como se fossem um só”,
mas a cada um, como seres aprendentes com o direito a práticas que respeitem o ritmo
individual de aprendizagem e o ser aluno.
The vocational course in Portugal appeared to give an answer to specific students’ needs that searched an alternative to regular studies. In 1989 it is performed for the first time in professional schools and in 2004 made part of the school courses in public schools. It appeared in a traditional educational system inherited from a school that in the second half of the 22th century opened the doors to all the students, becoming an influenced school effect of de need to give an answer to “factory” challenges. The elite schooling gave place to the massed one marked by acquiring knowledge through the traditional system organized in transmission that predominated in Portuguese school. The inclusion of professional course in public schools aimed, with other courses, to help in the increasing of basic Portuguese students’ school skill and fulfill the European Commission objective to give academic skills to 85% of the young students with 22 years old (in, Iniciativas Novas Oportunidades, 2005). However, the professional teaching wasn’t always a successful way, promoter of inclusion. Many times, it was seen as second teaching opportunities, which led to stigmatic students who attend it, considered as the most unmotivated, the incapable, the undisciplined. The tax of professional teaching application has increased in public schools since its appearance in 2004/05 with 36 765 students to 114 848 in 2014/15 (DGEEC, 2016). Nevertheless the conclusion rate has been occurred variations, leading some students to leave school after being 18 years old, without finishing their studies as determined in Law number 85/2009 of 27th August. The professional courses mustn’t be perceived as a teaching for the ones who don’t want it or don’t know, but as an offer delineated to the success of all students and of each one, that is different from the other one, due to the individuality of being “I” and by the willing of wanting to know how “to do” it. When we build an inclusive school it’s needed to accept the challenge of perceiving and knowing different processes and ways of teaching and students will feel recognized, respected and willing to learn. Our studies focused on a school where the professional courses are offered with a social, cultural and economical disadvantaged background and with a school population with few academic future prospects. With this work we want to study the pedagogic model adopted by teachers who teach in professional classes and practices which lead to an individual and differentiated teaching, able to motivate students to new learning skills. In our investigation, we decided to use as gathering data, documental analyse, using the legislation, the school structural documents, the School Educational Project, the Professional Class Projects. We did interviews through Focus Group to some school actors who occupy the places of school in study every day. The interviewed groups were formed by eight students of the professional courses, two teachers, two directors and a course director with teaching responsibility and pedagogical responsibilities in professional classes. In conclusion, our work allows us to infer if there are some teachers who proceed with traditional practices that mark an elitist teaching of transmission the bookish knowledge. Students desire innovator teachers who love the profession and the art of teaching not to “all as they were one”, but to each one as learning human beings with the duty to practices which respect the individual learning rhythm and the student being.
The vocational course in Portugal appeared to give an answer to specific students’ needs that searched an alternative to regular studies. In 1989 it is performed for the first time in professional schools and in 2004 made part of the school courses in public schools. It appeared in a traditional educational system inherited from a school that in the second half of the 22th century opened the doors to all the students, becoming an influenced school effect of de need to give an answer to “factory” challenges. The elite schooling gave place to the massed one marked by acquiring knowledge through the traditional system organized in transmission that predominated in Portuguese school. The inclusion of professional course in public schools aimed, with other courses, to help in the increasing of basic Portuguese students’ school skill and fulfill the European Commission objective to give academic skills to 85% of the young students with 22 years old (in, Iniciativas Novas Oportunidades, 2005). However, the professional teaching wasn’t always a successful way, promoter of inclusion. Many times, it was seen as second teaching opportunities, which led to stigmatic students who attend it, considered as the most unmotivated, the incapable, the undisciplined. The tax of professional teaching application has increased in public schools since its appearance in 2004/05 with 36 765 students to 114 848 in 2014/15 (DGEEC, 2016). Nevertheless the conclusion rate has been occurred variations, leading some students to leave school after being 18 years old, without finishing their studies as determined in Law number 85/2009 of 27th August. The professional courses mustn’t be perceived as a teaching for the ones who don’t want it or don’t know, but as an offer delineated to the success of all students and of each one, that is different from the other one, due to the individuality of being “I” and by the willing of wanting to know how “to do” it. When we build an inclusive school it’s needed to accept the challenge of perceiving and knowing different processes and ways of teaching and students will feel recognized, respected and willing to learn. Our studies focused on a school where the professional courses are offered with a social, cultural and economical disadvantaged background and with a school population with few academic future prospects. With this work we want to study the pedagogic model adopted by teachers who teach in professional classes and practices which lead to an individual and differentiated teaching, able to motivate students to new learning skills. In our investigation, we decided to use as gathering data, documental analyse, using the legislation, the school structural documents, the School Educational Project, the Professional Class Projects. We did interviews through Focus Group to some school actors who occupy the places of school in study every day. The interviewed groups were formed by eight students of the professional courses, two teachers, two directors and a course director with teaching responsibility and pedagogical responsibilities in professional classes. In conclusion, our work allows us to infer if there are some teachers who proceed with traditional practices that mark an elitist teaching of transmission the bookish knowledge. Students desire innovator teachers who love the profession and the art of teaching not to “all as they were one”, but to each one as learning human beings with the duty to practices which respect the individual learning rhythm and the student being.
Description
Keywords
Ensino profissional Estrutura modular Diferenciação pedagógica Sucesso educativo Professional teaching Modular structure Pedagogical differentiation Educational success