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Liderança, inclusão e percursos curriculares alternativos: um estudo de caso numa escola básica dos 2.º e 3.º Ciclos da RAM
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Advisor(s)
Abstract(s)
Este estudo teve como principal objetivo analisar a organização da escola
relativamente à sua capacidade de inclusão dos alunos a frequentar percursos curriculares
alternativos. Para tal, recorreu-se a um estudo de caso de uma turma de 8º ano de
Escolaridade com proposta de Percurso Curricular Alternativo. Procurou-se assim
compreender a aplicação deste projeto e em que medida constitui um desafio à escola e à
Administração Educacional.
Com o intuito de cumprir o objetivo principal da investigação, procurou-se através
das representações de todos os envolvidos no projeto, conhecer e avaliar todo o processo
desta proposta alternativa.
A presente investigação insere-se numa abordagem metodológica de natureza
qualitativa, recorrendo ao método de Estudo de Caso. Desenvolve-se através do interesse
do investigador em compreender o fenómeno em estudo no seu contexto real.
As conclusões desta investigação apontam para o reconhecimento do PCA como
uma medida adequada e positiva para os alunos em risco de abandono escolar, com
problemas de comportamento e dupla retenção. O PCA procura corresponder às
especificidades de cada aluno, garantindo as aprendizagens essenciais, como também a
aquisição de novos comportamentos e atitudes para estes alunos face à sua visão da
escola.
No entanto, conclui-se também que é necessário existir uma atualização legal, ou
seja, é urgente repensar nos requisitos para desenvolver um projeto de PCA, assim como,
todo o seu processo, desde o primeiro ciclo até ao secundário, fomentando um maior
trabalho cooperativo entre as escolas. Para que isto seja possível, as lideranças têm um
papel fundamental para que isto se concretize, não esquecendo o discurso normativo sobre
a educação inclusiva, é importante que a autonomia decretada seja utilizada para um
desenvolvimento do currículo focado para a aquisição das competências que estão
estabelecidas no documento, o Perfil dos Alunos à Saída da Escolaridade Obrigatória.
The main objective of this study was to analyze the organization of the school regarding its ability to include students attending alternative curriculum pathways. For this, we used a case study of an 8th grade class with a proposed Alternative Curriculum Pathway. It was thus sought to understand the implementation of this project and towhat extent it is a challenge to the school and the Educational Administration. In order to meet the main objective of the research, it was sought through the representations of all those involved in the project, to know and evaluate the whole process of this alternative proposal. This research is part of a methodological approach of a qualitative nature, using the Case Study method. It is developed through the researcher's interest in understanding the phenomenon under study in its real context. The conclusions of this research point to the recognition of the CBP as an appropriate and positive measure for students at risk of dropping out, with behavioral problems and double retention. The CBP seeks to correspond to the specificities of each student, guaranteeing essential learning, as well as the acquisition of new behaviors and attitudes for these students regarding their view of school. However, it is also concluded that there is a need for a legal update, i.e., it is urgent to rethink the requirements for developing a PCA project, as well as the whole process, from primary to secondary school, encouraging greater cooperative work between schools. For this to be possible, leaders have a fundamental role in making this happen, not forgetting the normative discourse on inclusive education, it is important that the decreed autonomy is used for a curriculum development focused on the acquisition of skills that are established in the document, the Profile of Students Leaving Compulsory Schooling.
The main objective of this study was to analyze the organization of the school regarding its ability to include students attending alternative curriculum pathways. For this, we used a case study of an 8th grade class with a proposed Alternative Curriculum Pathway. It was thus sought to understand the implementation of this project and towhat extent it is a challenge to the school and the Educational Administration. In order to meet the main objective of the research, it was sought through the representations of all those involved in the project, to know and evaluate the whole process of this alternative proposal. This research is part of a methodological approach of a qualitative nature, using the Case Study method. It is developed through the researcher's interest in understanding the phenomenon under study in its real context. The conclusions of this research point to the recognition of the CBP as an appropriate and positive measure for students at risk of dropping out, with behavioral problems and double retention. The CBP seeks to correspond to the specificities of each student, guaranteeing essential learning, as well as the acquisition of new behaviors and attitudes for these students regarding their view of school. However, it is also concluded that there is a need for a legal update, i.e., it is urgent to rethink the requirements for developing a PCA project, as well as the whole process, from primary to secondary school, encouraging greater cooperative work between schools. For this to be possible, leaders have a fundamental role in making this happen, not forgetting the normative discourse on inclusive education, it is important that the decreed autonomy is used for a curriculum development focused on the acquisition of skills that are established in the document, the Profile of Students Leaving Compulsory Schooling.
Description
Keywords
Educação Liderança Inclusão Percursos curriculares alternativos Escola Alunos Education Leadership Inclusion Alternative curriculum pathways School Students Ciências da Educação - Administração Educacional . Faculdade de Ciências Sociais