De volta aos bancos da escola: percursos e motivações do curso EFA
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2013
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A presente investigação visa analisar a eficácia das metodologias de ensino-aprendizagem dos cursos de Educação e Formação de Adultos (EFA) para a motivação e o sucesso escolar e profissional dos alunos do Ensino Básico. Por tal facto, sustentou-se, em diferentes perspetivas teóricas relativamente aos conceitos de (in)sucesso escolar, motivação e tomada de decisão.
Para facilitar a compreensão da problemática do precoce abandono escolar e regresso à escola na vida adulta, ainda, no enquadramento teórico, realizou-se uma perspetiva histórica da evolução da educação dos adultos, em Portugal.
A população alvo deste estudo compreendeu um total de cento e dez adultos de três níveis do Ensino Básico (B1, B2 e B3), que frequentaram uma Escola TEIP (Território de Intervenção Prioritário) na área de Gondomar, durante o ano letivo de 2012/13, uma área circunscrita ao cenário profissional da investigadora.
No estudo optou-se por uma metodologia de tipologia mista através de uma análise de dados quali-quantitativos, com um forte pendor quantitativo. Assim, foi aplicado um inquérito por questionário, aos formandos/alunos e, em extensão, realizou-se uma entrevista à Coordenadora dos Cursos EFA.
Segundo os resultados obtidos, concluiu-se que a participação no processo educativo, a construção de um portefólio e a abertura entre o professor/mediador e os alunos contribuíram para o sucesso escolar. Em suma, verificou-se que as metodologias de ensino-aprendizagem dos Cursos EFA potenciaram o sucesso escolar dos alunos.
The present research aims to analyze the effectiveness of the teaching and learning methodologies for motivation, school and professional success of students on Basic Education of Adults Education and Training (AET). Therefore, the school (un)success, motivation and decision-making concepts were theoretically supported in different perspectives. Within the theoretical framework an historical perspective on the development of Adult Education in Portugal was carried out in order to facilitate the understanding of early school leaving and adult school returning. The sample of the present research included a total of one hundred and ten adults of three basic education levels (B1, B2, B3) who have attended an Educational Territory for Priority Intervention school (TEIP), during the school year of 2012/2013 in the area of Gondomar city. For the present study it was chosen a mixed typology methodology throughout a qualitative and quantitative analysis, with a strong stress on the quantitative one. Thus the trainees/ student have answered a questionnaire survey and an interview with the coordinator of Adults Education courses was held. According to the results we have concluded that the participation in the Educational process, the portfolio planning and the open dialogue between the teacher/facilitator and the students have leaded to school success. Briefly, it was verified that the teaching and learning methodologies on Adults Education and Training have greatly improved the students/trainees school success.
The present research aims to analyze the effectiveness of the teaching and learning methodologies for motivation, school and professional success of students on Basic Education of Adults Education and Training (AET). Therefore, the school (un)success, motivation and decision-making concepts were theoretically supported in different perspectives. Within the theoretical framework an historical perspective on the development of Adult Education in Portugal was carried out in order to facilitate the understanding of early school leaving and adult school returning. The sample of the present research included a total of one hundred and ten adults of three basic education levels (B1, B2, B3) who have attended an Educational Territory for Priority Intervention school (TEIP), during the school year of 2012/2013 in the area of Gondomar city. For the present study it was chosen a mixed typology methodology throughout a qualitative and quantitative analysis, with a strong stress on the quantitative one. Thus the trainees/ student have answered a questionnaire survey and an interview with the coordinator of Adults Education courses was held. According to the results we have concluded that the participation in the Educational process, the portfolio planning and the open dialogue between the teacher/facilitator and the students have leaded to school success. Briefly, it was verified that the teaching and learning methodologies on Adults Education and Training have greatly improved the students/trainees school success.
Descrição
Orientação: Alcina Manuela de Oliveira
Martins
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCAÇÃO DE ADULTOS, CURSOS DE FORMAÇÃO, MOTIVAÇÃO, ABANDONO ESCOLAR, EDUCATION, ADULT EDUCATION, TRAINING COURSES, MOTIVATION, DROPPING OUT