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A transformação da escola orientada para a justiça e equidade, para a pessoa na sua individualidade, constitui uma das preocupações da atualidade. O sentido é empreender organizações escolares flexíveis e autónomas, capazes de se adequarem a contextos culturais desafiantes, de modo a assegurar a todos o direito genuíno para aprender, verdadeiras comunidades de aprendizagem.
As tutorias, como medida de promoção do sucesso escolar, visam promover e facilitar o desenvolvimento integral dos alunos, nas suas dimensões intelectual, afetiva, pessoal e social, uma resposta à diversidade estruturada em ordem aos princípios de universalidade, proximidade e responsabilidade. A finalidade pedagógica passa por desenvolver competências que envolvam o aluno no seu processo de aprendizagem e de desenvolvimento humano.
A intenção que subjaz a este projeto de investigação tem no horizonte conhecer a natureza deste serviço educativo, no domínio da diferenciação e apoio à melhoria dos desempenhos, a sua eficácia e efeitos gerados e percecionados em termos académicos, sociais e relacionais prestado em escolas TEIP (Territórios de Intervenção Prioritária) da CIM Tâmega e Sousa.
Desejamos ampliar o conhecimento sobre a modalidade de Apoio Tutorial implementada nas escolas, cruzando medidas e olhares de coordenadores, professores tutores e tutorados, para alcançar um entendimento holístico das modalidades de Apoio Tutorial existentes e seus processos de melhoria educacional.
O modelo concetual e teórico convocado alicerça-se na filosofia das escolas inclusivas, já que estabelece compromissos com o sucesso de todos e de cada um. No estudo empírico recorremos a um paradigma de investigação miscigenado, sob a forma de multi-strategy research, uma matriz de natureza multidimensional que nos permitiu recolher a maior informação possível do contexto de investigação. A recolha de dados obedeceu a técnicas de diferente tipologia, especificamente entrevistas, questionários e análise documental.
Da análise dos dados aferida, por análise de conteúdo (NVIVO 12), estatísticas descritivas e magnitude do efeito (SPSS 25), percebemos que as escolas implementam
três modalidades de Tutoria, as quais partem de um diagnóstico interno, sustentado por referenciais teóricos legais, operacionalizados a partir de modelos ecléticos de intervenção para o sucesso escolar.
Efetivamente, os participantes no estudo reconhecem efeitos positivos à medida de Apoio Tutorial para a obtenção de melhores resultados escolares, organização de estudos e comportamento dentro e fora do contexto de sala de aulas, ancorada numa relação positiva, relacional e geradora de sucesso educativo.
The transformation of the school focused on justice and equity for the person in his/her individuality is a serious issue in today's world. The aim is to create flexible and autonomous school organizations capable of adapting to challenging cultural contexts, as true learning communities, in order to ensure everyone's absolute right to learn. Mentoring, as a measure to further school success, aims to promote and facilitate the full development of students, in their intellectual, affective, personal and social dimensions, as an answer to the structured diversity for the principles of universality, proximity and responsibility. The pedagogical purpose is to develop skills that involve the student in their own learning and human development process. This research project aims to learn about the nature of this educational service, in the field of differentiation and support for improving performance, its effectiveness and the effects generated and perceived in academic, social and relational terms provided in TEIP - Territórios de Intervenção Prioritária (Priority Intervention Territories) schools in the CIM (Intermunicipal Community) of Tâmega e Sousa. We wish to broaden the knowledge regarding mentoring implemented in schools, bringing together actions and outlooks of coordinators as well as mentoring and mentored teachers, so as to achieve a holistic understanding of the existing modalities of mentoring and their educational improvement processes. The conceptual and theoretical model involved is based on the philosophy of inclusive schools, as it defines commitments to the success of each and every one. In the empirical study, we used a blended research paradigm, in the form of multi-strategy research, a multidimensional framework that allowed us to collect as much information as possible in the scope of research. Different data collection techniques were used, specifically interviews, questionnaires and document analysis. From the analysis of the measured data, through content analysis (NVIVO 12), descriptive statistics and effect size (SPSS 25), we understand that schools implement three types of mentoring, starting from an internal diagnosis, supported by legal theoretical references, operationalized from eclectic models of intervention for school success. Indeed, the participants in the study recognize positive effects related to mentoring aimed at obtaining better school results, organization of studies and behaviour inside and outside the classroom, anchored in a relationship which is positive, relational and generator of educational success.
The transformation of the school focused on justice and equity for the person in his/her individuality is a serious issue in today's world. The aim is to create flexible and autonomous school organizations capable of adapting to challenging cultural contexts, as true learning communities, in order to ensure everyone's absolute right to learn. Mentoring, as a measure to further school success, aims to promote and facilitate the full development of students, in their intellectual, affective, personal and social dimensions, as an answer to the structured diversity for the principles of universality, proximity and responsibility. The pedagogical purpose is to develop skills that involve the student in their own learning and human development process. This research project aims to learn about the nature of this educational service, in the field of differentiation and support for improving performance, its effectiveness and the effects generated and perceived in academic, social and relational terms provided in TEIP - Territórios de Intervenção Prioritária (Priority Intervention Territories) schools in the CIM (Intermunicipal Community) of Tâmega e Sousa. We wish to broaden the knowledge regarding mentoring implemented in schools, bringing together actions and outlooks of coordinators as well as mentoring and mentored teachers, so as to achieve a holistic understanding of the existing modalities of mentoring and their educational improvement processes. The conceptual and theoretical model involved is based on the philosophy of inclusive schools, as it defines commitments to the success of each and every one. In the empirical study, we used a blended research paradigm, in the form of multi-strategy research, a multidimensional framework that allowed us to collect as much information as possible in the scope of research. Different data collection techniques were used, specifically interviews, questionnaires and document analysis. From the analysis of the measured data, through content analysis (NVIVO 12), descriptive statistics and effect size (SPSS 25), we understand that schools implement three types of mentoring, starting from an internal diagnosis, supported by legal theoretical references, operationalized from eclectic models of intervention for school success. Indeed, the participants in the study recognize positive effects related to mentoring aimed at obtaining better school results, organization of studies and behaviour inside and outside the classroom, anchored in a relationship which is positive, relational and generator of educational success.
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Tutoria(s) Inclusão Flexibilidade Aprendizagem Proximidade Mentoring Inclusion Flexibility Learning Proximity