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Abstract(s)
O alargamento da escolaridade obrigatória, o público mais vasto/diversificado, a mudança da sociedade, dos seus hábitos e desempenhos socais alteraram a vida das escolas. Uma das alterações, maior agitação/ “rebuliço”, veio modificar o clima das escolas tornando-o menos propício às aprendizagens.
As escolas, com base nos normativos legais e nos seus recursos, põem em prática projetos de mudança com o intuito de desenvolver e tornar prática diária atitudes cívicas salutares, devolvendo-lhes um ambiente propenso às aprendizagens e à melhoria dos resultados escolares.
Com base neste princípio, torna-se importante refletir sobre esses projetos, sobre o porquê da sua aplicação e os resultados que dela advieram relativamente à mudança pretendida.
A presente dissertação tem como base o projeto “a melhor turma” que, sob a forma de “concurso”, procurou melhorar o clima de escola e os resultados académicos através da mudança de comportamentos e atitudes por parte dos alunos.
Ao longo de dois anos letivos, os(as) professores(as) e os (as) assistentes operacionais registaram diariamente as atitudes menos próprias, sendo estas penalizadas, à semelhança dos níveis inferiores a três, na pontuação das turmas. Por outro lado, as boas notas reforçavam positivamente as classificações gerais.
A reflexão, a análise dos dados recolhidos e a observação diária no terreno permitiram-nos concluir que, para operacionalizar o projeto é primordial que seja desenvolvido, na escola, um espírito de colaboração e de inovação. O trabalho conjunto de todos e para todos, entre pares e interpares passa a ser uma peça importante do “puzzle”. Todos devem ter como objetivo melhorar e/ou aperfeiçoar o clima de escola e todas as “engrenagens” do processo de ensino/aprendizagem.
Por outro lado, o projeto tem de ser visto por todos como uma porta aberta para a mudança e não como uma forma de avaliar o desempenho de cada um ou como um obstáculo ao desempenho diário das suas funções.
The extension of the mandatory education, the widest and diverse audience, society changes, habit changes and social performances have an impact in the schools dynamics. One of the changes, greater agitation, has modified the schools environment making it less auspicious to learning. Aiming to create an environment prone to learning and improving student outcomes Schools, based on the legal regulations and resources, put into practice projects in order to develop and make daily practice the civic attitudes. Based on this principle, it is important to reflect on these projects, about why they are applied and the results that it thereby made regarding the desired change. This dissertation is based on the project "the best class" in which in the form of "competition", sought to improve the school climate and academic performance through changing behaviors and attitudes of students. Over two academic years, the teachers and school assistants recorded the least own attitudes. This attitudes and lower grades are penalized and have a negative impact in the score of the classes. Good grades positively reinforced general classifications of the classes. The analysis of the collected data and daily observation in the field allowed us to conclude that, to operationalize the project is essential to be developed at school, a spirit of collaboration and innovation. The team work of all and for all, peer and to peer, becomes an important piece of the "puzzle". Everyone should aim to improve and / or enhance the school environment and all the "gears" of the teaching / learning process. On the other hand, the project has to be seen by all as an open door to change and not as a way to evaluate the performance of each or as an obstacle to the daily performance of their duties.
The extension of the mandatory education, the widest and diverse audience, society changes, habit changes and social performances have an impact in the schools dynamics. One of the changes, greater agitation, has modified the schools environment making it less auspicious to learning. Aiming to create an environment prone to learning and improving student outcomes Schools, based on the legal regulations and resources, put into practice projects in order to develop and make daily practice the civic attitudes. Based on this principle, it is important to reflect on these projects, about why they are applied and the results that it thereby made regarding the desired change. This dissertation is based on the project "the best class" in which in the form of "competition", sought to improve the school climate and academic performance through changing behaviors and attitudes of students. Over two academic years, the teachers and school assistants recorded the least own attitudes. This attitudes and lower grades are penalized and have a negative impact in the score of the classes. Good grades positively reinforced general classifications of the classes. The analysis of the collected data and daily observation in the field allowed us to conclude that, to operationalize the project is essential to be developed at school, a spirit of collaboration and innovation. The team work of all and for all, peer and to peer, becomes an important piece of the "puzzle". Everyone should aim to improve and / or enhance the school environment and all the "gears" of the teaching / learning process. On the other hand, the project has to be seen by all as an open door to change and not as a way to evaluate the performance of each or as an obstacle to the daily performance of their duties.
Description
Keywords
Clima escolar Sucesso Melhoria Resultados escolares School environment Success Improvement School results