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Advisor(s)
Abstract(s)
A retenção dos alunos tem sido uma realidade constatada nas escolas
portuguesas que urge compreender para prevenir. Nesse sentido, foi realizado
este estudo de caso, com o intuito de analisar quais os anos de escolaridade
onde se verifica a maior incidência de retenção, qual a perceção de alunos, exalunos
e psicóloga acerca das suas causas e quais as suas repercussões nas
aprendizagens ulteriores. O contexto do estudo é uma escola não agrupada do
concelho do Porto e a metodologia utilizada é de natureza mista: questionários
aplicados aos alunos do terceiro ciclo de escolaridade e entrevistas
semiestruturadas realizadas a ex-alunos e à psicóloga que acompanha este
nível de ensino. Os resultados apontam para uma maior incidência da retenção
nos 6º e 7º anos de escolaridade, sendo as principais causas a distração,
sobretudo com o telemóvel, e a falta de assiduidade. Quanto às repercussões,
os ex-alunos referem as consequências nefastas na autoestima e na falta de
confiança para prosseguir os estudos a nível superior, opinião reforçada pela
psicóloga ao considerar que as retenções afetam negativamente o
desenvolvimento emocional do adolescente, a sua autoestima e a sua
integração social. A relação pedagógica professor-aluno(s) surge como fator
primordial na prevenção da retenção, pois é a partir dela que se estabelece a
confiança necessária para a definição de objetivos (individuais, coletivos) que,
através de uma avaliação pedagógica orientada para a melhoria das
aprendizagens, proporciona, a todos os alunos, condições para a (re)construção
do conhecimento e para o desenvolvimento de competências indispensáveis à
sua intervenção social
In order to prevent student failure in Portuguese schools we need to understand it. In this sense, this case study was carried out, with the aim of analyzing which years of schooling have the highest incidence of failure, which the perception of students, alumni and psychologist about their causes and what their repercussions on further learning. The context of the study is a nongrouped school in the municipality of Porto and the methodology used is of a mixed nature: questionnaires applied to third grade students and semistructured interviews with former students and the psychologist who accompanies this level of education. The results point to a higher incidence of retention in the 6th and 7th years of schooling, the main causes being distraction, especially with the mobile phone, and the lack of attendance. As for the repercussions, the alumni refer to the harmful consequences on selfesteem and the lack of confidence to continue their studies at a higher level, an opinion reinforced by the psychologist when considering that retentions negatively affect the emotional development of the adolescent, their selfesteem and their social integration. The teacher-student pedagogical relationship emerges as a primary factor in the prevention of retention, as it is from there that the necessary confidence is established for the definition of objectives (individual, collective) that, through a pedagogical evaluation oriented towards improvement of apprenticeships, provides all students with conditions for the (re)construction of knowledge and for the development of skills essential to their social intervention
In order to prevent student failure in Portuguese schools we need to understand it. In this sense, this case study was carried out, with the aim of analyzing which years of schooling have the highest incidence of failure, which the perception of students, alumni and psychologist about their causes and what their repercussions on further learning. The context of the study is a nongrouped school in the municipality of Porto and the methodology used is of a mixed nature: questionnaires applied to third grade students and semistructured interviews with former students and the psychologist who accompanies this level of education. The results point to a higher incidence of retention in the 6th and 7th years of schooling, the main causes being distraction, especially with the mobile phone, and the lack of attendance. As for the repercussions, the alumni refer to the harmful consequences on selfesteem and the lack of confidence to continue their studies at a higher level, an opinion reinforced by the psychologist when considering that retentions negatively affect the emotional development of the adolescent, their selfesteem and their social integration. The teacher-student pedagogical relationship emerges as a primary factor in the prevention of retention, as it is from there that the necessary confidence is established for the definition of objectives (individual, collective) that, through a pedagogical evaluation oriented towards improvement of apprenticeships, provides all students with conditions for the (re)construction of knowledge and for the development of skills essential to their social intervention
Description
Keywords
Causas da retenção Insucesso escolar Avaliação pedagógica Prevenção da retenção Causes of school failure Educational underachievement Pedagogical assessment Prevention of retention
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação