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Cursos de educação e formação: que contributo para o sucesso educativo dos alunos? Estudo de caso na Escola Básica e Secundária Dr. Luís Maurílio da Silva Dantas
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A presente investigação pretende dar a conhecer o grau de satisfação dos alunos no que diz respeito às respostas pedagógicas disponibilizadas pelo sistema educativo e perceber se a escola oferece alternativas de educação e formação com real significado para os jovens de modo a garantir um «ensino para todos». A temática está relacionada com os cursos de educação e formação (CEF) e o seu potencial contributo no sucesso educativo dos alunos como forma de combate ao abandono e insucesso escolares. A problemática aborda as representações dos alunos sobre esta tipologia diferenciada de aprendizagem, a forma como as lideranças de topo e intermédias se mobilizam na sua consecução e desenvolvimento, bem como deslindar o papel das empresas na concretização da formação em contexto de trabalho (estágio) fortemente vincada nestes cursos.
A opção metodológica recaiu numa abordagem qualitativa, com parte de análise quantitativa relativa aos inquéritos por questionário aplicados aos alunos, assente num design de estudo de caso único numa escola básica e secundária em Câmara de Lobos. Foram inquiridos 65 alunos que concluíram com aproveitamento um CEF em 2013/2014, bem como a realização de cinco entrevistas a professores com diferentes tipos de liderança na escola em estudo e outras três entrevistas a entidades privadas no papel de parceiros de estágio. A análise de conteúdo e a triangulação de dados foram as técnicas utilizadas na descrição, análise e interpretação dos resultados obtidos.
De uma forma geral, este estudo revelou que os CEF abrem novos caminhos aos alunos que não se identificam com o ensino regular, proporcionando-lhes uma verdadeira realização pessoal e profissional. São por isso considerados um «projeto de responsabilidade social», devendo ser mais e melhor promovidos pelas entidades competentes, a merecer maior investimento por parte do Estado, e mais interação com as empresas e outras instituições regionais. O sucesso escolar destes alunos está igualmente relacionado com a relação de proximidade que mantêm com os diretores de curso, professores acompanhantes de estágio e outros docentes da turma. A realização do estágio no final do curso, um dos momentos mais aguardados pelos alunos, é considerada fundamental e contribui largamente para o sucesso escolar, sendo uma experiência única e enriquecedora ao nível da prática real de trabalho.
This research aims to present the degree of student satisfaction in regards to the pedagogical responses provided by the educational system and discern whether schools offers alternative education and training with real meaning for young people in order to ensure the "education for all" policy. The matter in question is related to the educational and training courses (CEF) and its potential contribution to the educational success of students as a way to tackle abandonment and academic failure. The research covers the perceptions students have about this differentiated type of learning, how top and intermediate school leadership mobilize themselves in its attainment and development as well as try to understand the role of business companies in delivering the training in real work context (internship) which is very present in these courses. The methodological method used was based on a single case study design in a primary and secondary school in Câmara de Lobos. It used a qualitative approach, with a part of quantitative analysis based on the questionnaire surveys which were applied to students. Respondents were 65 students who have successfully completed a CEF in 2013/2014. Interviews were conducted, in the school in question, with five teachers with different leadership roles as well as three other interviews with private entities in the role of internship partners. Content analysis and triangulation of data were the techniques used in the description, analysis and interpretation of the results obtained. Generally speaking, this study revealed that CEF courses open new ways to true personal and professional fulfillment for students who do not identify with the regular teaching practice. They are therefore considered a 'social responsibility project' and should be more and better promoted by the relevant authorities, the government should invest more in them, and there should be more interaction with companies and other regional institutions. The academic success of these students is also related to the close relationship they maintain with the course directors, the internship supervising teachers and the rest of the class teachers. The completion of the internship at the end of the course, one of the most anticipated moments by students, is considered essential and it largely contributes to their academic success, representing an unique and enriching experience in terms of actual working practice.
This research aims to present the degree of student satisfaction in regards to the pedagogical responses provided by the educational system and discern whether schools offers alternative education and training with real meaning for young people in order to ensure the "education for all" policy. The matter in question is related to the educational and training courses (CEF) and its potential contribution to the educational success of students as a way to tackle abandonment and academic failure. The research covers the perceptions students have about this differentiated type of learning, how top and intermediate school leadership mobilize themselves in its attainment and development as well as try to understand the role of business companies in delivering the training in real work context (internship) which is very present in these courses. The methodological method used was based on a single case study design in a primary and secondary school in Câmara de Lobos. It used a qualitative approach, with a part of quantitative analysis based on the questionnaire surveys which were applied to students. Respondents were 65 students who have successfully completed a CEF in 2013/2014. Interviews were conducted, in the school in question, with five teachers with different leadership roles as well as three other interviews with private entities in the role of internship partners. Content analysis and triangulation of data were the techniques used in the description, analysis and interpretation of the results obtained. Generally speaking, this study revealed that CEF courses open new ways to true personal and professional fulfillment for students who do not identify with the regular teaching practice. They are therefore considered a 'social responsibility project' and should be more and better promoted by the relevant authorities, the government should invest more in them, and there should be more interaction with companies and other regional institutions. The academic success of these students is also related to the close relationship they maintain with the course directors, the internship supervising teachers and the rest of the class teachers. The completion of the internship at the end of the course, one of the most anticipated moments by students, is considered essential and it largely contributes to their academic success, representing an unique and enriching experience in terms of actual working practice.
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Educação e formação Liderança Sucesso educativo Representações Estudo de caso Escola Básica e Secundária Dr. Luís Maurílio da Silva Dantas Education and training Leadership Educational success Representations Case study Ciências da Educação - Administração Educacional . Faculdade de Ciências Sociais