Loading...
Publication
Ensino secundário e as dinâmicas de gestão escolar e curricular na construção de processos de assimilação e adaptação às heterogeneidades
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 764.5 KB | Adobe PDF |
Advisor(s)
Abstract(s)
O ensino secundário, ao se tornar um ensino de massas, tem se organizado e funcionado como um ensino de
elites. A sua unificação, longe de produzir uma real igualdade de oportunidades, prorrogou a selecção e a
decepção. Ao diversificar, de forma ainda somítica, as modalidades e percursos formativos não foi capaz de
produzir efeitos positivos precisamente por estar sobredeterminado pelo academismo e pela desvalorização
social.
De facto, a frequência das distintas vias do ensino secundário, particularmente o ensino profissional, parece
estar marcada pela origem social dos alunos e isto garante a perpetuação da estratificação social.
Neste sentido, também urge compreender-se as dinâmicas existentes no microcosmo social, a Escola,
analisando possíveis vias de inclusão da diferença, aspecto, subentendido na população estudantil imigrante,
tomando como exemplo o caso austríaco em estudo.
A Escola subsiste entre um meio interno massificado e caracterizado pelas heterogeneidades dos seus
sujeitos activos e um meio externo envolvente, caracterizado pela concepção de optimização e eficiência dos
seus participantes. O entendimento da sua orientação educativa consagrada no Projecto Educativo de Escola
(PEE) elucida as suas dinâmicas identitárias. É intento desta comunicação avaliar sob a temática “Integração,
Assimilação, Educação e Cidadania”, o ponto de vista dos seus agentes, o conceito de heterogeneidade
escolar.
When becoming an education of masses secondary teaching has been organized and has functioned as an education of the elites. Its unification, far from producing a real equality of chances, prorogued the selection and the disillusionment. When diversifying, in a still restricted way, the formative modalities and passages, it was not capable to produce positive effects for being dominated by the academism and social depreciation. In fact, the attendance of distinct ways of secondary education, particularly the vocational teaching, seems to be marked by the social origin of the students which guarantees the perpetuation of the social stratification. In this sense, it is also imperative to understand the existing dynamics in the social microcosm, School, analyzing possible ways to include the difference, aspect, implied in the immigrant student population, taking as an example the Austrian case in study. The School subsists between an internal crowded place and characterized by the heterogeneities of its active subjects and an external wrapped place, characterized for the conception of betterment and efficiency of its participants. The understanding of the Structure and School Climate, as well as, its educational orientation established on the Educational School Project (PEE) illustrates its dynamic identities. The goal of this paper is to evaluate under the thematic Education and Identity, the point of view of its agents, the concept of School Heterogeneity.
When becoming an education of masses secondary teaching has been organized and has functioned as an education of the elites. Its unification, far from producing a real equality of chances, prorogued the selection and the disillusionment. When diversifying, in a still restricted way, the formative modalities and passages, it was not capable to produce positive effects for being dominated by the academism and social depreciation. In fact, the attendance of distinct ways of secondary education, particularly the vocational teaching, seems to be marked by the social origin of the students which guarantees the perpetuation of the social stratification. In this sense, it is also imperative to understand the existing dynamics in the social microcosm, School, analyzing possible ways to include the difference, aspect, implied in the immigrant student population, taking as an example the Austrian case in study. The School subsists between an internal crowded place and characterized by the heterogeneities of its active subjects and an external wrapped place, characterized for the conception of betterment and efficiency of its participants. The understanding of the Structure and School Climate, as well as, its educational orientation established on the Educational School Project (PEE) illustrates its dynamic identities. The goal of this paper is to evaluate under the thematic Education and Identity, the point of view of its agents, the concept of School Heterogeneity.
Description
Keywords
Ensino profissional Gestão escolar Currículo multicultural Professional education School management Multicultural curriculum . Faculdade de Ciências Sociais
Citation
Publisher
Associação AGIR/Presidência do Governo Regional dos Açores