Relação Pedagógica e (In)Sucesso Escolar em Escolas TEIP, na Perspetiva de Diretores de Escolas e Encarregados de Educação
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2014
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Nesta dissertação refletimos sobre a questão da relação pedagógica entre a escola, professores e a família e do seu contributo para o sucesso escolar dos alunos de escolas TEIP. Para isso, recorremos aos relatórios TEIP, bem como aos vários conceitos em torno desta problemática, realizamos entrevistas a cinco representantes de escolas TEIP e cinquenta inquéritos por questionários a encarregados de educação de alunos das mesmas escolas. A metodologia adotada para a análise dos dados teve carater misto, de natureza qualitativa e quantitativa. A pesquisa pôde analisar as opiniões dos encarregados de educação e da escola, na pessoa do representante, principalmente no que respeita a organização da escola e a qualidade do ensino. Contudo, quanto a relação entre as duas entidades, contrariamente as “ideias fixas” de que esta relação é “tumultuosa”, os resultados da pesquisa demostram que a relação entre a escola e a família é moderada e que os métodos pedagógicos privilegiados nestas escolas são adequados a todos os alunos (os mesmos das escolas não abrangidas pelo Programa TEIP) e eficazes para a concretização dos objetivos do Programa.
On this thesis, we have reflected over the pedagogic relationship among the school, the teachers and the family and over their contribution towards the scholar success of the students of the TEIP schools. To achieve this, we investigated the TEIP reports, as well as the different concepts around this matter; we interviewed five TEIP school representatives and realized fifty inquiries through questionnaires to people in charge of the pupils of the same schools. The adopted methodology to the figure analysis has had a mixed character of qualitative and quantitative nature. The survey could analyze the opinions of the people in charge of the students and the school through its representative, mainly on what it concerns to the school organization and teaching quality. However, reporting to the relationship between the two entities, against the “settled idea” that this relationship is “tumultuous”, the results of the survey show that this relationship is, in fact, moderate, and that the pedagogic methods that these schools privilege are adequate to all students (the same used by the schools, which are not enclosed by TEIP Program) and efficient to render concrete the Program objectives.
On this thesis, we have reflected over the pedagogic relationship among the school, the teachers and the family and over their contribution towards the scholar success of the students of the TEIP schools. To achieve this, we investigated the TEIP reports, as well as the different concepts around this matter; we interviewed five TEIP school representatives and realized fifty inquiries through questionnaires to people in charge of the pupils of the same schools. The adopted methodology to the figure analysis has had a mixed character of qualitative and quantitative nature. The survey could analyze the opinions of the people in charge of the students and the school through its representative, mainly on what it concerns to the school organization and teaching quality. However, reporting to the relationship between the two entities, against the “settled idea” that this relationship is “tumultuous”, the results of the survey show that this relationship is, in fact, moderate, and that the pedagogic methods that these schools privilege are adequate to all students (the same used by the schools, which are not enclosed by TEIP Program) and efficient to render concrete the Program objectives.
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Orientação: José Duarte
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EDUCAÇÃO, ESCOLAS, FAMÍLIA, RELAÇÃO PEDAGÓGICA, SUCESSO ESCOLAR, EDUCATION, SCHOOLS, FAMILY, PEDAGOGICAL RELATIONSHIP, SCHOOL SUCCESS, MESTRADO EM ADMINISTRAÇÃO, ACOMPANHAMENTO E REGULAÇÃO DA EDUCAÇÃO