O (in)sucesso escolar dos alunos do ensino profissional
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2011
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Este estudo tem como objectivo central analisar o insucesso escolar produzido no ensino profissional de nível secundário, verificar as possíveis relações que se processam no seu desenvolvimento através das diversas causas que o promovem, sabendo-se, no entanto, não existir uma única causa capaz de explicar por si só qualquer insucesso. Nesse sentido, reportamo-nos às representações dos alunos e dos professores e aos dados numéricos do insucesso das escolas, na perspectiva do conhecimento de que qualquer problemática do insucesso escolar para além de complexa e multiforme não se pode reduzir à ideia simplista de um conceito suportado apenas por reprovações ou retenções. Um elevado insucesso não implica necessariamente muitas reprovações como também a existência de sucesso não pressupõe o contrário, motivo pelo qual estamos perante um conceito muito relativo e por isso de difícil definição.
Este trabalho envolve um estudo exploratório a três Escolas Secundárias do Concelho do Porto que apresentam em comum a sua forte envolvência no contexto de ensino profissional de nível III ao longo da sua existência, inquirindo para o efeito 638 alunos e 12 professores nomeadamente sobre as representações que fazem sobre este tipo de ensino; as causas do seu insucesso escolar; os comportamentos de insucesso observados nos alunos; as opiniões sobre os aspectos considerados relevantes do sistema educativo e do ensino profissional em especial, da organização e gestão do processo de ensino-aprendizagem do currículo modular por competências e o sentido da sua eficácia.
Este trabalho revela-nos de uma forma geral as principais causas geradoras do insucesso escolar na percepção dos professores e das escolas em relação aos alunos do ensino profissional, assim como as perspectivas e os comportamentos dos próprios alunos sobre este tipo de ensino e seu desenvolvimento.
This study had as major objective analyse the school failure on the professional school at the secondary level, and verify the possible relationships that occur through the causes that justify it. This was performed having in mind that not only one cause can fully explain this failure. Hence, the focus was made on the students and professors representations as well as on the statistics for the school failure, knowing that every problematic linked with the school failure is complex and multiform and cannot be reduce to a simple concept based on rejection or retention. A high failure rate does not necessarily mean a high number of rejections as well as the other way around. A high success rate does not mean high number of approvals. Hence, we are dealing with a concept that is very relative in nature and by so, difficult to define. This work involves a research study on three secondary schools from Porto region which have in common their strong and long term commitment on the professional teaching at the level III. On the following, 638 students and 12 professors were enquired with questions related with: their minds about the professional school studies; the causes for their school failure; the observed students behaviours that justify their failure; points-of-view over the aspects considered relevant on the education system and in particular on the professional teaching; the teaching and learning process organisation and management over the studies plan per competence and the meaning of its efficiency. This work reveal us, in general, a considerable knowledge about the main causes that generate the school failure perceptive by the professors and the schools over the professional school students, as well as a strong understanding of the students behaviours, manifested by them, that lead to their failure.
This study had as major objective analyse the school failure on the professional school at the secondary level, and verify the possible relationships that occur through the causes that justify it. This was performed having in mind that not only one cause can fully explain this failure. Hence, the focus was made on the students and professors representations as well as on the statistics for the school failure, knowing that every problematic linked with the school failure is complex and multiform and cannot be reduce to a simple concept based on rejection or retention. A high failure rate does not necessarily mean a high number of rejections as well as the other way around. A high success rate does not mean high number of approvals. Hence, we are dealing with a concept that is very relative in nature and by so, difficult to define. This work involves a research study on three secondary schools from Porto region which have in common their strong and long term commitment on the professional teaching at the level III. On the following, 638 students and 12 professors were enquired with questions related with: their minds about the professional school studies; the causes for their school failure; the observed students behaviours that justify their failure; points-of-view over the aspects considered relevant on the education system and in particular on the professional teaching; the teaching and learning process organisation and management over the studies plan per competence and the meaning of its efficiency. This work reveal us, in general, a considerable knowledge about the main causes that generate the school failure perceptive by the professors and the schools over the professional school students, as well as a strong understanding of the students behaviours, manifested by them, that lead to their failure.
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Orientação: João Paulo Ferreira Delgado
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DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, ENSINO PROFISSIONAL, INSUCESSO ESCOLAR, ESTUDOS DE CASO, EDUCATION, PROFESSIONAL EDUCATION, SCHOOL FAILURE, CASE STUDIES