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Advisor(s)
Abstract(s)
No presente estudo assume-se a centralidade do papel da organização da Escola como promotora do sucesso escolar, procurando indagar de que forma as práticas de ensino contribuem para essa promoção. Pretende-se, ainda, analisar, em situações integradas em projetos de promoção do sucesso, de que modo os professores percecionam a utilização da supervisão, inserida na organização desses projetos.
Pretendeu-se estudar a relação das práticas docentes com o sucesso escolar no campo do ensino da Matemática, em quatro escolas: três escolas integradas no Projeto Mais Sucesso Escolar (PMSE), sendo uma de cada tipo: Fénix; Turma Mais e Híbrida e uma escola não integrada nesses dispositivos. As escolas são sedes de agrupamentos, com 3º ciclo, e situam-se no distrito do Porto.
Para este levantamento utilizaram-se vários procedimentos de forma a observar como tal relação é percecionada pelos professores de Matemática e pelos líderes das escolas em estudo e como é traduzida nos respetivos documentos orientadores. Realizou-se assim uma análise de documentos em que a própria organização prevê/constrói modos de contribuir para a superação do insucesso na disciplina de Matemática, no terceiro ciclo. Os resultados dos alunos a matemática, nos exames nacionais nas respetivas escolas, comparados com a nota a nível nacional, foram também alvo de uma análise estatística. Os documentos orientadores das Escolas analisado foram: o Projeto Educativo e o Projeto Curricular. Nas escolas selecionadas foram realizadas entrevistas a Diretores, Coordenadores do Departamento ou Coordenadores adjuntos do grupo disciplinar e Professores de Matemática, responsáveis pelo projeto PMSE ou Plano de Ação de Matemática.
A revisão bibliográfica teve em conta a vasta literatura relativa aos determinantes do sucesso dos alunos e enfoca dimensões significativas que a referida problemática encerra.Teve-se como propósito a reflexão sobre os resultados obtidos pelos diversos intervenientes no processo (diretores, coordenadores e professores em geral e de Matemática, em particular) envolvidos nas escolas, de modo a poder concluir como são percecionados os resultados para uma melhoria na aprendizagem dos alunos em questão. No desenvolvimento desta pesquisa ocupou lugar de relevo os sistemas organizacionais e a sua ativa colaboração/cooperação.
Partindo dos dados recolhidos nas escolas, concluímos que o insucesso foi visto, aceite e “combatido”, com uma nova forma de (re)organização das escolas, destacando-se o papel preponderante dos diretores, como lideranças de topo, na criação das condições e dinâmicas organizacionais, no âmbito dos projetos analisados, considerados importantes, numa visão promotora da aprendizagem dos alunos.
In the present study it is assumed the central role of the organization of the school as a contribution to the educational success, seeking how the teaching methods contribute to that motivation. We intend also to analyze ─ in situations integrated in projects aiming the promotion of scholar success ─, how the teachers understand the utilization of supervision when inserted in the organization of such projects. It was our aim to study the connection between teaching techniques and the academic achievement in the field of mathematics teaching, and to do so we selected three schools which are supporting the «Projeto mais Sucesso Escolar»(PMSE), being one of each type: Fénix, Turma Mais and Híbrida. Besides those, we selected another school which doesn’t carry out any of these projects. All the schools are headquarters of school groups, all of them teach the third cycle and are situated in the district of Oporto. For this investigation we used several procedures to see how such connection is understood by the mathematic teachers and by the leaders of the schools studied and how it is translated in the respective guiding documents. Thus, we carried out an analysis of relevant documents in which the organization itself looks at and devises ways of overcoming the academic failure in Mathematics, in the third cycle. The results of the national mathematics examinations, in each of the studied schools, were also analyzed and compared with the national average grade. The guiding documents of the schools were the «Projeto Educativo» and the «Projeto Curricular». Simultaneously, at the selected schools, interviews were held either to Directors, Department Coordinators or assistant Coordinators from the disciplinary group or to Mathematics Teachers responsible for the PMSE project or the «Ação de Matemática».The bibliographical revision took into account the vast literature concerning the success of pupils and focused on significant dimensions that the whole issue explores. We wanted, as a purpose, to reflect upon the results obtained from the several participants involved in the process (headmasters, head of departments and teachers of all the subjects in general and mathematics in particular) to help to determine how the results are understood by the pupils as far as the improvement in learning strategies are concerned. The organization systems and their active collaboration/cooperation had a prominent role in the process of this survey. Starting from the data collected in schools, we conclude that the failure was seen, accepted and “fought” as a new way of (re)organization of schools, highlighting the preeminent role of directors, as top leaderships, in the creation of the conditions and organizational dynamics, in the scope of the analyzed projects, considered important, in a vision driving to learning by the students.
In the present study it is assumed the central role of the organization of the school as a contribution to the educational success, seeking how the teaching methods contribute to that motivation. We intend also to analyze ─ in situations integrated in projects aiming the promotion of scholar success ─, how the teachers understand the utilization of supervision when inserted in the organization of such projects. It was our aim to study the connection between teaching techniques and the academic achievement in the field of mathematics teaching, and to do so we selected three schools which are supporting the «Projeto mais Sucesso Escolar»(PMSE), being one of each type: Fénix, Turma Mais and Híbrida. Besides those, we selected another school which doesn’t carry out any of these projects. All the schools are headquarters of school groups, all of them teach the third cycle and are situated in the district of Oporto. For this investigation we used several procedures to see how such connection is understood by the mathematic teachers and by the leaders of the schools studied and how it is translated in the respective guiding documents. Thus, we carried out an analysis of relevant documents in which the organization itself looks at and devises ways of overcoming the academic failure in Mathematics, in the third cycle. The results of the national mathematics examinations, in each of the studied schools, were also analyzed and compared with the national average grade. The guiding documents of the schools were the «Projeto Educativo» and the «Projeto Curricular». Simultaneously, at the selected schools, interviews were held either to Directors, Department Coordinators or assistant Coordinators from the disciplinary group or to Mathematics Teachers responsible for the PMSE project or the «Ação de Matemática».The bibliographical revision took into account the vast literature concerning the success of pupils and focused on significant dimensions that the whole issue explores. We wanted, as a purpose, to reflect upon the results obtained from the several participants involved in the process (headmasters, head of departments and teachers of all the subjects in general and mathematics in particular) to help to determine how the results are understood by the pupils as far as the improvement in learning strategies are concerned. The organization systems and their active collaboration/cooperation had a prominent role in the process of this survey. Starting from the data collected in schools, we conclude that the failure was seen, accepted and “fought” as a new way of (re)organization of schools, highlighting the preeminent role of directors, as top leaderships, in the creation of the conditions and organizational dynamics, in the scope of the analyzed projects, considered important, in a vision driving to learning by the students.
Description
Keywords
Sucesso escolar Práticas de ensino Melhoria das escolas Organização escolar Liderança escolar Insucesso em matemática Scholar success Teaching practices Improvement of schools School organizations School leadership Failure in mathematics