Percursos curriculares alternativos nos TEIP - expectativas dos alunos de uma turma de PCA sobre o seu futuro: estudo de caso
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2016
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O presente estudo empírico incide sobre uma turma de Percursos Curriculares Alternativos (PCA), do oitavo ano de escolaridade onde se abordam as perspetivas destes jovens, no que concerne ao seu futuro escolar, tendo em conta a opinião dos agentes importantes neste processo de ensino e aprendizagem – os professores e os encarregados de educação destes mesmos jovens.
Tratava-se de um grupo de alunos inseridos numa EB 2,3 de um Território Educativo de Intervenção Prioritária (TEIP), cujo percurso estava pautado pelo insucesso escolar, absentismo, abandono escolar, desmotivação, incumprimento de regras, ausência de relações entre os pares e sentimentos de exclusão.
A intervenção assentou numa pesquisa do tipo descritiva com análise qualitativa.
Recorreu-se à pesquisa documental, entrevistas e inquéritos por questionário.
Os resultados mostram que os alunos da turma, apesar do seu comportamento irregular, consideram a relação professor-aluno positiva, o que contribuiu para o sucesso das suas aprendizagens. Embora este tenha sido um processo lento e difícil, devido à desmotivação dos alunos, o mesmo foi sendo contrariado pelos professores implementando práticas pedagógicas, que visam a adequação da planificação, a diversificação de estratégias de ensino, com o intuito de motivar e ajudar os alunos a ultrapassarem as suas dificuldades/ necessidades e a melhorarem os seus resultados escolares.
Ainda neste contexto, também ficou a noção de que a mudança de atitude dos alunos de percursos curriculares alternativos é essencial para as aprendizagens. Isto, sem esquecer a importância do acompanhamento dos encarregados de educação no processo de ensino e aprendizagem dos seus educandos.
Este tipo de percursos escolares alternativos revela-se uma oportunidade eficaz para os alunos com insucesso escolar, tendência para o absentismo, abandono escolar e comportamentos desviantes para terem sucesso escolar e poderem mais tarde integrar-se profissionalmente na sociedade.
This empirical study is based upon a class of an alternative education programs (PCA) – year eight. The main focus is on the different perspectives of these teenagers/students as far as their future school and career paths are regarded, bearing in mind the agents associated with this process: teachers and parents. This group of students attended a secondary school located in a very complicated neighbourhood that deals with very serious issues, such as: drug abuse, alcoholism and violence. These students had very poor marks, were absent from most part of the classes, were unmotivated, weren’t aware of the importance of following the rules and had low self-esteem. Last but not least, they had very troublesome relationships with their peers as well as feelings of exclusion. This intervention reflected the descriptive research based on qualitative analysis. We have also done some research work, interviews and surveys. The results show us that in spite of showing improper behaviour, students consider the teacher-student relationship to be a good one and that has contributed for the success of their learning process, even though it is very hard and slow because of their lack of enthusiasm and interest. Nevertheless, due to the commitment of teachers that have planned their classes very carefully, bearing in mind the specific needs of students so as to help them overcame the obstacles they had and consequently they improved their results. We have also concluded that this particular type of students needs to change their attitudes towards school in order to develop their learning skills. We have to consider that their parents are a fundamental key to the success of their children. These courses are meant to give students an opportunity to improve their behaviour by giving them the chance to find a suitable career path.
This empirical study is based upon a class of an alternative education programs (PCA) – year eight. The main focus is on the different perspectives of these teenagers/students as far as their future school and career paths are regarded, bearing in mind the agents associated with this process: teachers and parents. This group of students attended a secondary school located in a very complicated neighbourhood that deals with very serious issues, such as: drug abuse, alcoholism and violence. These students had very poor marks, were absent from most part of the classes, were unmotivated, weren’t aware of the importance of following the rules and had low self-esteem. Last but not least, they had very troublesome relationships with their peers as well as feelings of exclusion. This intervention reflected the descriptive research based on qualitative analysis. We have also done some research work, interviews and surveys. The results show us that in spite of showing improper behaviour, students consider the teacher-student relationship to be a good one and that has contributed for the success of their learning process, even though it is very hard and slow because of their lack of enthusiasm and interest. Nevertheless, due to the commitment of teachers that have planned their classes very carefully, bearing in mind the specific needs of students so as to help them overcame the obstacles they had and consequently they improved their results. We have also concluded that this particular type of students needs to change their attitudes towards school in order to develop their learning skills. We have to consider that their parents are a fundamental key to the success of their children. These courses are meant to give students an opportunity to improve their behaviour by giving them the chance to find a suitable career path.
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Orientação: Óscar Conceição de Sousa
Palavras-chave
MESTRADO EM ADMINISTRAÇÃO, ACOMPANHAMENTO E REGULAÇÃO DA EDUCAÇÃO, EDUCAÇÃO, CURRÍCULOS ESCOLARES, ESTUDOS DE CASO, SUCESSO ESCOLAR, PROCESSO EDUCATIVO, ESTRATÉGIAS PEDAGÓGICAS, EDUCATION, SCHOOL CURRICULA, CASE STUDIES, EDUCATIONAL PROCESS, SCHOOL SUCCESS, PEDAGOGICAL STRATEGIES