| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.47 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A presente dissertação tem como objetivo desenvolver a análise das vivências dos alunos no ensino secundário, partindo das suas próprias perceções, nomeadamente no que diz respeito ao sentido que eles dão ao seu ofício de aluno e à própria escola.
Assim sendo, a questão de partida foi relativamente simples: como se sentem os alunos na escola? Partindo dessa questão de partida, outras questões surgiram, das quais se destacam as seguintes:
Existe coerência entre a teoria (legislação e documentos estruturadores da educação) e a prática, isto é, o que se passa no dia-a-dia das escolas?
Os alunos veem sentido na escola?
Como vivem os alunos o seu ofício?
O estudo fundamenta-se, essencialmente, na leitura e análise das narrativas construídas por alunos de uma escola privada, situada no Porto. O objetivo passou por dar voz aos alunos, procurando superar perceções mais ou menos superficiais e externas do seu trajeto escolar.
A técnica de recolha de dados adotada foi a utilização de diários redigidos pelos alunos. As instruções fornecidas foram intencionalmente vagas, de modo a que os sujeitos de investigação se sentissem o mais livres possível na sua elaboração. No final do processo, foram recolhidos quinze diários.
A análise feita mostra que ainda há um trabalho muito longo a fazer. A obsessão neo-institucional pela legitimação e certificação, através de instrumentos como testes e exames, condicionam e afastam o aluno do propósito, melhor dizendo, do sentido da escola, nomeadamente o que se encontra representado em documentos mais recentes como O perfil do aluno à saída da escolaridade obrigatória.
De relembrar que as leituras realizadas e conclusões apresentadas representam uma proposta, entre várias possíveis, para a problemática em estudo, esperando-se que as mesmas sejam propiciadoras de outras discussões, análises e até refutações.
The aim of this dissertation is to analyse students’ experiences in high school from their own perceptions, specifically considering the meaning they attribute to their craft and to school itself. The starting point was simple: how do students feel at school? From that question came others, namely: Is there any coherence between theory (legislation and structural educational documents) and practice (what goes on at school every day)? Do students find meaning in school? How do students live their craft? This study is based on the analysis of narratives written by students from a private school in Porto. Its goal is to give students a voice, while trying to overcome preconceptions and external perceptions of their years of schooling. The data was collected from students’ journals. The instructions the students were given were intentionally vague so as to allow them as much freedom as possible when writing. At the end of the process, fifteen journals were used. The results of the analysis show that much more needs to be done. The neo-institutional obsession with legitimising and certifying through tests and exams alienates students from the purpose, the meaning of school, especially that which can be found in recent documents such as The student’s profile at the end of compulsory education. The present conclusions are but a perspective on the subject matter, hoping that they will open the way to further discussion, analysis and even rebuttal.
The aim of this dissertation is to analyse students’ experiences in high school from their own perceptions, specifically considering the meaning they attribute to their craft and to school itself. The starting point was simple: how do students feel at school? From that question came others, namely: Is there any coherence between theory (legislation and structural educational documents) and practice (what goes on at school every day)? Do students find meaning in school? How do students live their craft? This study is based on the analysis of narratives written by students from a private school in Porto. Its goal is to give students a voice, while trying to overcome preconceptions and external perceptions of their years of schooling. The data was collected from students’ journals. The instructions the students were given were intentionally vague so as to allow them as much freedom as possible when writing. At the end of the process, fifteen journals were used. The results of the analysis show that much more needs to be done. The neo-institutional obsession with legitimising and certifying through tests and exams alienates students from the purpose, the meaning of school, especially that which can be found in recent documents such as The student’s profile at the end of compulsory education. The present conclusions are but a perspective on the subject matter, hoping that they will open the way to further discussion, analysis and even rebuttal.
Description
Keywords
Sentido da escola Ensino secundário Voz dos alunos Ofício de aluno Meaning of school Students’ voice High school Student’s craft