| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 881.76 KB | Adobe PDF |
Advisor(s)
Abstract(s)
As trajetórias escolares e a atividade profissional desenvolvida por cada indivíduo resultam de
processos complexos decorrentes da socialização familiar e da socialização escolar,
reconhecendo-se que a origem social é um importante fator de diferenciação nos
comportamentos dos estudantes e no seu percurso profissional. A instituição escolar tem
tendência para reproduzir os códigos da cultura familiar e assim penalizar os filhos das classes
sociais mais desfavorecidas. A investigação educativa que tem vindo a ser produzida, a partir da
década de setenta do século XX, reconheceu à escola um importante papel na desconstrução
dessa realidade, invertendo o caráter contínuo da exclusão e reprodução social e produzindo a
mobilidade social.
Neste estudo aborda-se a problemática da mobilidade social através de um estudo de caso que
analisa a trajetória escolar e profissional dos diplomados das escolas profissionais de música em
idade adulta, do Norte de Portugal, em função das condições socioculturais familiares de origem.
O tema escolhido remeteu-nos, de imediato, para a análise do processo de criação das escolas
profissionais, em 1989. Estas instituições surgiram como uma rede de iniciativa eminentemente
local e de regime privado, com um elevado grau de autonomia e enquadramento determinado
por políticas internacionais de integração europeia e de desenvolvimento económico-social que
se alargavam a Portugal. A conceção do currículo, a definição da estrutura curricular dos cursos
profissionais de música e o regime curricular e pedagógico da distribuição do tempo, atribuindo
50% das horas de aprendizagem à componente artística/técnica determinaram que a música
prática estivesse no centro da socialização escolar.
Utilizando o questionário como instrumento de pesquisa e uma amostra que incluiu os
diplomados adultos das EPM do Norte de Portugal, estudaram-se quatro importantes indicadores
que permitem avaliar a existência de mobilidade social ascendente: condições sociais familiares
de origem, resultados escolares, diploma máximo obtido e ocupação profissional dos
diplomados.
Através da análise estatística com utilização do SPSS (Statistical Package for the Social
Sciences) observou-se que a escolaridade máxima que é por atingida pelos diplomados das EPM
e a ocupação profissional que exercem não dependem da condição social familiar de origem,
sendo independentes do capital escolar familiar.
Educational trajectories and the professional activity taken by each individual are the outcome of complex processes arising from family socialization and school socialization, recognising that social background is a major distinction factor in students’ achievements and on their professional careers. The school institution has a tendency to reproduce family cultural codes thereby penalising children from underprivileged social classes. The educational research that has been produced since last century’s 70's, gave the school institution a major role in deconstructing such reality, reversing the ongoing facts of exclusion and social reproduction while producing social mobility. This study approaches the problematic social mobility through a case study which analyses the educational and professional trajectories of adult graduates from professional music schools, in the north region of Portugal, according to their families’ socio-cultural circumstances. The subject chosen sent us immediately to the process of creation of professional schools in 1989. These institutions arose mainly as a local initiative network of private scheme, with a high level of autonomy and a framework determined by international policies of European integration and of socio-economic development, which was extended to Portugal. The curriculum design, the definition of a curricular structure for the music professional programs and the curricular and pedagogical regime for timetabling, assigning 50 percent of the learning hours to the technical/ artistic component, determined music practice to be the core of school socialization. Using the questionnaire as research instrument and a sample that includes the adult graduates from the EPM [Professional Music Schools] in the North of Portugal, four important markers were studied: students’ family’s social conditions, school achievements, academic diploma, and professional occupation of the graduates. Through statistical evaluation using SPSS it was observed that the highest rank achieved by the EPM graduates in college education and the professional occupation they hold in adult age, do not depend on family social background, being independent from family educational capital.
Educational trajectories and the professional activity taken by each individual are the outcome of complex processes arising from family socialization and school socialization, recognising that social background is a major distinction factor in students’ achievements and on their professional careers. The school institution has a tendency to reproduce family cultural codes thereby penalising children from underprivileged social classes. The educational research that has been produced since last century’s 70's, gave the school institution a major role in deconstructing such reality, reversing the ongoing facts of exclusion and social reproduction while producing social mobility. This study approaches the problematic social mobility through a case study which analyses the educational and professional trajectories of adult graduates from professional music schools, in the north region of Portugal, according to their families’ socio-cultural circumstances. The subject chosen sent us immediately to the process of creation of professional schools in 1989. These institutions arose mainly as a local initiative network of private scheme, with a high level of autonomy and a framework determined by international policies of European integration and of socio-economic development, which was extended to Portugal. The curriculum design, the definition of a curricular structure for the music professional programs and the curricular and pedagogical regime for timetabling, assigning 50 percent of the learning hours to the technical/ artistic component, determined music practice to be the core of school socialization. Using the questionnaire as research instrument and a sample that includes the adult graduates from the EPM [Professional Music Schools] in the North of Portugal, four important markers were studied: students’ family’s social conditions, school achievements, academic diploma, and professional occupation of the graduates. Through statistical evaluation using SPSS it was observed that the highest rank achieved by the EPM graduates in college education and the professional occupation they hold in adult age, do not depend on family social background, being independent from family educational capital.
Description
Keywords
Escolas profissionais de música Ensino profissional Trajetórias escolares e profissionais Condições sociais familiares Mobilidade social Professional music schools Professional education Educational and professional trajectories Family social conditions Social mobility