A tutoria em contexto escolar a influência das tutorias na prevenção de trajetórias desviantes
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2011
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Avaliámos o contributo da implementação das tutorias na prevenção de trajetórias desviantes numa população do 3º ciclo do Ensino Básico em Escolas integradas no Programa Territórios Educativos de Intervenção Prioritária (TEIP).
Esta dissertação é constituída por duas partes. A primeira diz respeito ao enquadramento legal e teórico da problemática em estudo e a segunda apresenta o trabalho empírico.
No quadro teórico, apresentamos uma abordagem concetual à temática da tutoria e das trajetórias desviantes, recorrendo a diversos autores no sentido de explicar a importância que a mesma pode ter na prevenção deste tipo de comportamentos em contexto escolar. Apontámos os fatores de risco e de proteção e abordamos a organização escolar e as suas dinâmicas, elencando alguns comportamentos problemáticos ocorridos com maior sistematicidade e que podem ser minimizados com a intervenção tutorial.
No estudo empírico desenvolvido que integra um estudo qualitativo e outro quantitativo, apresentamos e analisamos os dados recolhidos.
Relativamente ao estudo qualitativo, foram efetuadas, entrevistas semi-estruturadas, no sentido de analisar a perceção dos professores face às conceções da tutoria.
No estudo quantitativo, avaliamos a perceção dos professores sobre os níveis de Apelatividade, Instabilidade e Agressividade dos alunos da amostra selecionada, utilizando uma Escala de Agressividade. Este estudo foi desenvolvido no início e no final do ano letivo, no sentido de perceber as alterações que os professores percecionaram no comportamento e resultados dos alunos. Focalizamos os alunos que beneficiaram de tutoria e um grupo aleatório que não beneficiou desta valência ao longo do ano e tentámos perceber se a sua implementação teve algum impacto.
Nas conclusões, refletimos sobre a importância da implementação das tutorias e sobre a sua operacionalização, sublinhando a necessidade que a formação docente pode aportar às boas práticas, bem como o reconhecimento da tutoria, enquanto valência de acompanhamento e orientação.
The main goal of this investigation was to understand the contribution and the importance of tutoring in the prevention of deviant behaviours and trajectories. We want to know if the existence of tutors in school context as well as the strategies and measures they use, help to preclude certain problems from occurring. The first part of this study is related to the identification of the problem, to the theoretical frame, which is related not only to different perpectives of school tutoring in Portugal and in many other countries, but also to deviant trajectories and behaviours as well as risk and protective factors. As we focused the investigation in the school context, the theoretical frame is also about its dynamics and about the different ways deviance can occur at school, such as indiscipline, aggression and incivilities and how the tutor can play an important role in helping to prevent these behaviours. In the second part, we describe the techniques we used to develop the research, a qualitative and a quantitative approach, which was developed at the beginning and at the end of the school year. In the qualitative approach, the interview was used and in the quantitative one, the teachers and the tutors rate the students` problem behaviours and competencies, using the Child Behavior Checklist by Achenbach and Craig. The students, who had been attending a tutoring programme during the year, were signalized to check if some changes in their behaviour at school had occurred. After carrying out statistical analyses, the results suggest that the tutors and the other school partners should improve their performance, by creating new ways of working to help students to overcome the challenging problems which have widely been identified. The tutors cannot work by themselves. The whole school as well as parents have to be on a compatible course. This task also requires continuous learning on the part of all the professionals, envolved in this processs of orientation.
The main goal of this investigation was to understand the contribution and the importance of tutoring in the prevention of deviant behaviours and trajectories. We want to know if the existence of tutors in school context as well as the strategies and measures they use, help to preclude certain problems from occurring. The first part of this study is related to the identification of the problem, to the theoretical frame, which is related not only to different perpectives of school tutoring in Portugal and in many other countries, but also to deviant trajectories and behaviours as well as risk and protective factors. As we focused the investigation in the school context, the theoretical frame is also about its dynamics and about the different ways deviance can occur at school, such as indiscipline, aggression and incivilities and how the tutor can play an important role in helping to prevent these behaviours. In the second part, we describe the techniques we used to develop the research, a qualitative and a quantitative approach, which was developed at the beginning and at the end of the school year. In the qualitative approach, the interview was used and in the quantitative one, the teachers and the tutors rate the students` problem behaviours and competencies, using the Child Behavior Checklist by Achenbach and Craig. The students, who had been attending a tutoring programme during the year, were signalized to check if some changes in their behaviour at school had occurred. After carrying out statistical analyses, the results suggest that the tutors and the other school partners should improve their performance, by creating new ways of working to help students to overcome the challenging problems which have widely been identified. The tutors cannot work by themselves. The whole school as well as parents have to be on a compatible course. This task also requires continuous learning on the part of all the professionals, envolved in this processs of orientation.
Descrição
Orientação: Luísa Gentil Carrilho ;
co-orientação: António Teodoro
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, TUTORIA, MEIO ESCOLAR, PREVENÇÃO, COMPORTAMENTO DESVIANTE, PROFESSORES, ALUNOS, EDUCATION, MENTORSHIP, SCHOOL ENVIRONMENT, PREVENTION, DEVIANT BEHAVIOUR, TEACHERS, STUDENTS