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Advisor(s)
Abstract(s)
Há muito que o sucesso e o insucesso escolar têm chamado à atenção da comunidade, que tem procurado compreender este fenómeno e tentar agir sobre ele. A transformação da escola de elite para a escola de massas levou a que esta instituição incluísse uma grande diversidade de alunos. De repente, docentes habituados a trabalhar com alunos oriundos da mesma classe social, com a mesma cultura, com um nível sociocultural idêntico, deparam-se com uma diversidade social, cultural e económica para a qual não estavam preparados. Apesar da grande diversidade existente dentro das salas de aula, o modo de trabalhar com os alunos é o mesmo, o currículo é um documento único igual para todos os indivíduos e para todas as escolas, independentemente das suas características. A validação de uma cultura em detrimento de outra, ou seja, a valorização da cultura da classe mais favorecida, conduz a um descontentamento por parte dos alunos oriundos das classes sociais mais desfavorecida e que aos poucos, começam a conhecer de perto o insucesso escolar e em alguns dos casos, chega mesmo a culminar no abandono escolar. O estudo teórico metodológico deste relatório incide sobre as informações fornecidas pelos alunos e pelo(a) docente de uma turma do 4.º ano do 1.º Ciclo do Ensino Básico. A análise e interpretação dos dados recolhidos permitiu estabelecer relações entre as perspetivas dos alunos e do(a) professor(a). Podemos concluir que os intervenientes têm a mesma posição relativamente à definição dos conceitos. Contudo, os alunos têm uma visão mais simplista e redutora. Os alunos valorizam a participação das famílias e acreditam que estas participam muito na sua vida escolar, no entanto o(a) docente partilha da opinião de alguns autores que afirmam que as famílias não têm uma presença ativa na vida escolar dos seus educandos. Em termos de documentos orientadores, o currículo não tem em atenção a diversidade existente nas escolas, não tratando de forma justa todos os indivíduos, acentuando assim as desigualdades já existentes, já à entrada das escolas e que estas marcam os alunos ao longo do seu percurso escolar. Para orientar este relatório definimos os seguintes objetivos: i) definir o conceito de (in)sucesso escolar, aludindo a uma perspetiva multifocalizada de sentidos e de significados atribuídos ao (in)sucesso escolar; ii) explorar as representações e construções socioculturais dos sentidos e dos significados de (in)sucesso escolar; iii) averiguar as semelhanças e divergências entre as diversas perspetivas de (in)sucesso escolar; iv) identificar o público-alvo do (in)sucesso escolar (para quem?) e; v) compreender as racionalidades do (in)sucesso escolar, configurando-o como um desígnio obrigatório (para quê?). No que concerne ao trabalho investigativo, os dados são recolhidos através de entrevistas e analisados à luz da análise de conteúdo.
Educational achievement and underachievement have long drawn the attention of the community, which has sought to understand this phenomenon and try to act upon it. The transformation from elite school to mass school led that institution to the inclusion of a large diversity of students. Suddenly, teachers accustomed to work with students from the same social class, with the same culture, with a similar sociocultural level, are faced with a social, cultural and economic diversity with which they were not prepared to deal with. Despite the great diversity within the classrooms, the way of working with the students is the same, the curriculum is a single document that is the same for all individuals and for all schools, regardless of their characteristics. The validation of one culture to the detriment of another, that is, the valuation of the culture of the most favoured class, leads to the discontent the students from the most disadvantaged social classes and whom little by little, begin to know educational underachievement and in some cases, even culminate in dropping out of school. The theoretical methodological study of this report focuses on the information provided by the students and the teacher of a class of the 4th year of the 1st cycle of basic education. The analysis and interpretation of the collected data allowed to establish relationships between the perspectives of the students and the teacher. We can conclude that the participants have the same position regarding the definition of concepts. However, students have a more simplistic and reductive view. The students value the participation of the families and believe that they participate a lot in their school life, in the meanwhile the teacher shares the opinion of some authors who affirm that the families do not have an active presence in the school life of their students. In terms of guiding documents, the curriculum does not consider the diversity existing in schools, not treating all individuals fairly, accentuating existing inequalities, already at the entrance of schools and that marks the students throughout their school career. To provide guidance on this report, the following objectives were established: i) define the concept of educational (under)achievement, moving towards a multifaceted perspective of meanings and definitions attributed to educational (under)achievement; ii) prospect the sociocultural representations and constructs of the meanings and definitions of educational (under)achievement; iii) determine the similarities and differences between the various perspectives of educational (under)achievement; iv) identify the targets of educational (under)achievement (whom?) ; v) understand the rationality behind educational (under)achievement, configuring it as an mandatory nominate (for what?). To what concerns the research work, the data is collected through interviews and analysed in the light of the programmatic content.
Educational achievement and underachievement have long drawn the attention of the community, which has sought to understand this phenomenon and try to act upon it. The transformation from elite school to mass school led that institution to the inclusion of a large diversity of students. Suddenly, teachers accustomed to work with students from the same social class, with the same culture, with a similar sociocultural level, are faced with a social, cultural and economic diversity with which they were not prepared to deal with. Despite the great diversity within the classrooms, the way of working with the students is the same, the curriculum is a single document that is the same for all individuals and for all schools, regardless of their characteristics. The validation of one culture to the detriment of another, that is, the valuation of the culture of the most favoured class, leads to the discontent the students from the most disadvantaged social classes and whom little by little, begin to know educational underachievement and in some cases, even culminate in dropping out of school. The theoretical methodological study of this report focuses on the information provided by the students and the teacher of a class of the 4th year of the 1st cycle of basic education. The analysis and interpretation of the collected data allowed to establish relationships between the perspectives of the students and the teacher. We can conclude that the participants have the same position regarding the definition of concepts. However, students have a more simplistic and reductive view. The students value the participation of the families and believe that they participate a lot in their school life, in the meanwhile the teacher shares the opinion of some authors who affirm that the families do not have an active presence in the school life of their students. In terms of guiding documents, the curriculum does not consider the diversity existing in schools, not treating all individuals fairly, accentuating existing inequalities, already at the entrance of schools and that marks the students throughout their school career. To provide guidance on this report, the following objectives were established: i) define the concept of educational (under)achievement, moving towards a multifaceted perspective of meanings and definitions attributed to educational (under)achievement; ii) prospect the sociocultural representations and constructs of the meanings and definitions of educational (under)achievement; iii) determine the similarities and differences between the various perspectives of educational (under)achievement; iv) identify the targets of educational (under)achievement (whom?) ; v) understand the rationality behind educational (under)achievement, configuring it as an mandatory nominate (for what?). To what concerns the research work, the data is collected through interviews and analysed in the light of the programmatic content.
Description
Keywords
(in)sucesso escolar escola família diversidade cultural capital cultural educational (under)achievement school family social diversity cultural capital