Advisor(s)
Abstract(s)
O que faz aprender mais os alunos com perfis de desempenho diferenciado?
O que prejudica a sua aprendizagem? Que efeitos tem a variável género e estatuto socioeconómico
no desempenho dos alunos? Estas foram as questões-chave de partida de
um estudo exploratório realizado em vinte e um Territórios Educativos de Intervenção
Prioritária (TEIP) na região Norte. Foi aplicado um questionário aberto constituído por
sete questões de natureza sociodemográfi ca (ano de escolaridade, turma, idade, sexo,
habilitações do pai e da mãe e pessoas com quem vive) e duas questões de investigação
“abertas” que pretendiam que o aluno respondente elaborasse uma frase ou um pequeno
texto com cerca de 100 palavras onde referisse (1) Na sala de aula as situações onde
aprendo mais são; (2) Na sala de aula as situações onde aprendo menos são. Responderam
695 alunos do 5.º e do 7.º anos de escolaridade, durante o ano letivo 2012-2013.
Os principais resultados revelam que há uma desigualdade de género no sucesso
escolar (os rapazes têm piores desempenhos), que o capital social e cultural tem
impacto expressivo no sucesso dos alunos, que os modos de ensinar dos professores
têm uma vital importância na perceção de aprendizagem dos alunos, que os modos de
estar na sala de aula tem um impacto expressivo nas difi culdades de aprendizagem e que as características e comportamentos dos alunos desempenham também um papel
signifi cativo na (não) aprendizagem, sobretudo no caso dos alunos com perfi s de
desempenho mais baixos.
What makes students with different performance profiles learn more? What prevents them from learning? What effects do gender and socioeconomic variables have on students’ performance? These were the research questions of an exploratory study conducted in twenty-one Priority Intervention Educational Territories in the North of Portugal. An open questionnaire has been applied, consisting of seven questions relating to socio-demographic issues (school year, class, age, gender, father’s and mother’s qualifications, people they live with) and two open questions that asked the students to write a sentence or a short text of around 100 words according to the following instructions (1) The situations that make me learn the most in the classroom are; (2) The situations that make me learn the least in the classroom are. We were able to collect the answers from 695 students from the 5th and the 7th grades, during the school year of 2012-2013.The main results show that there are gender differences in school success (boys have worse outcomes), that the cultural and social capital have an expressive impact on students’ success, that teachers’ ways of teaching have a capital importance on students’ perception of learning, that the ways of being in the classroom have an expressive impact on learning difficulties and that students’ characteristics and behaviors play a significant role on (non) learning, mostly in the case of students with lower academic achievements.
What makes students with different performance profiles learn more? What prevents them from learning? What effects do gender and socioeconomic variables have on students’ performance? These were the research questions of an exploratory study conducted in twenty-one Priority Intervention Educational Territories in the North of Portugal. An open questionnaire has been applied, consisting of seven questions relating to socio-demographic issues (school year, class, age, gender, father’s and mother’s qualifications, people they live with) and two open questions that asked the students to write a sentence or a short text of around 100 words according to the following instructions (1) The situations that make me learn the most in the classroom are; (2) The situations that make me learn the least in the classroom are. We were able to collect the answers from 695 students from the 5th and the 7th grades, during the school year of 2012-2013.The main results show that there are gender differences in school success (boys have worse outcomes), that the cultural and social capital have an expressive impact on students’ success, that teachers’ ways of teaching have a capital importance on students’ perception of learning, that the ways of being in the classroom have an expressive impact on learning difficulties and that students’ characteristics and behaviors play a significant role on (non) learning, mostly in the case of students with lower academic achievements.
Description
Keywords
Aprendizagem Estratégias de ensino Clima de sala de aula Envolvimento do aluno Territórios educativos de intervenção prioritária
Pedagogical Context
Citation
MATIAS ALVES, José ...[et al.] - A aprendizagem em Territórios Educativos de Intervenção Prioritária: a visão dos alunos. Revista Portuguesa de Investigação Educacional. ISSN 1645-4006. Vol. 14 (2014), p. 173-208
Publisher
Universidade Católica Editora