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Advisor(s)
Abstract(s)
A procura de razões para o insucesso escolar tem sido, desde há muitos
anos, uma preocupação partilhada por professores, por investigadores e pelos
órgãos de gestão das escolas. Os estudos realizados sobre esta temática
atribuem a responsabilidade pelo (in) sucesso escolar a uma pluralidade de
fatores, intrínsecos e extrínsecos aos alunos, o que nos leva a compreender de
que não há uma forma única e ideal de ensinar e de aprender.
O Insucesso Escolar continua a ser um problema que afeta muitos dos
nossos alunos e preocupa a nossa sociedade. Tal como afirma Mendonça
(2009) “a partir da implementação da escolaridade obrigatória, o insucesso
escolar tem vindo a assumir-se como um fenómeno preocupante (…)” ( p.7).
Na tentativa de o combater, várias reformas e programas têm sido
implementados pelos sucessivos governos, a maioria dos quais não têm surtido
o efeito desejado. De entre esses programas destacamos o programaTEIP2.
Verifica-se que, apesar dos recursos proporcionados às escolas com o
objetivo de prevenir o insucesso e evitar o abandono escolar precoce, das
estratégias de intervenção e das atividades e responsabilidades dos diversos
atores, os resultados alcançados estão longe das metas idealizadas.
The search for reasons for school failure has been, for many years, a concern shared by teachers, researchers and school managers. Studies on the subject attribute responsibility for the educational (un) success to a variety of factors, intrinsic and extrinsic to students, which leads us to understand that there is not a single, ideal way of teaching and learning. School failure remains a problem that affects many of our students and concerns our society. As stated by Mendonça "(...) since the implementation of compulsory education, school failure has been positioning itself as a worrying phenomenon (...)" (2009, p.7). In an attempt to fight it, several reforms and programs have been implemented by the successive governments, most of which have not had the desired effect. Among these programs we highlight the TEIP2 - Territórios Educativos de Intervenção Prioritária (Priority Intervention Education Territories). It appears that, despite the resources provided to schools in order to prevent failure and avoid early school leaving, the intervention strategies and the activities and responsibilities of the various actors, the results achieved are far from the idealized goals.
The search for reasons for school failure has been, for many years, a concern shared by teachers, researchers and school managers. Studies on the subject attribute responsibility for the educational (un) success to a variety of factors, intrinsic and extrinsic to students, which leads us to understand that there is not a single, ideal way of teaching and learning. School failure remains a problem that affects many of our students and concerns our society. As stated by Mendonça "(...) since the implementation of compulsory education, school failure has been positioning itself as a worrying phenomenon (...)" (2009, p.7). In an attempt to fight it, several reforms and programs have been implemented by the successive governments, most of which have not had the desired effect. Among these programs we highlight the TEIP2 - Territórios Educativos de Intervenção Prioritária (Priority Intervention Education Territories). It appears that, despite the resources provided to schools in order to prevent failure and avoid early school leaving, the intervention strategies and the activities and responsibilities of the various actors, the results achieved are far from the idealized goals.
Description
Keywords
Escola (In)sucesso escolar Alunos School Educational (un) success Students TEIP (Priority Intervention Education Territories)