Advisor(s)
Abstract(s)
O estudo que se apresenta enquadra-se no Projeto-Piloto Prevenir para Melhorar Bragança em desenvolvimento no no âmbito do Plano Integrado e Inovador de Combate ao Insucesso Escolar da Comunidade Intermunicipal das Terras de Trás-os-Montes, cuja entidade adjudicante é o Município de Bragança. O Projeto utiliza a investigação-ação, que se configura como um processo cíclico para investigar e criar a mudança, e desenvolve-se em cinco fases contempladas no seu plano de ação: Fase 1 – Consciencialização; Fase 2 – Diagnóstico; Fase 3 – Planeamento; Fase 4 – Intervenção; e Fase 5 – Avaliação. Considerou-se importante analisar as perceções das educadoras de infância e professores do 1.o Ciclo do Ensino Básico (CEB) sobre as metodologias e estratégias adotadas pelo agrupamento de escolas, no sentido de compreender que variáveis interferem no
(in)sucesso educativo. Assim, neste artigo dá-se conta de um estudo de natureza interpretativa e descritiva que usou o focus group como técnica de recolha de dados, a partir de um guião de questões abertas, com a participação de dezasseis educadoras de infância e vinte professores do 1.º CEB. Para o tratamento dos dados recorreu-se à análise de conteúdo educadoras e professores incorporarem na sua prática estratégias ativas, centradas na aprendizagem das crianças, e revelam abertura e disponibilidade para continuar a aprender e a inovar. O trabalho em curso leva-nos a questionar o significado de sucesso educativo, alertando-nos que este é mais do que resultados de nível positivo, devendo traduzir-se no desenvolvimento de competências, encaradas, de acordo com O Perfil dos Alunos à Saída da Escolaridade Obrigatória, como combinações complexas de conhecimentos, capacidades e atitudes que as crianças e os jovens devem desenvolver como ferramentas indispensáveis para o exercício de uma cidadania plena, ativa e criativa na sociedade da informação e do
conhecimento em que estamos inseridos.
The study is part of the Pilot Project Prevenir para Melhor Bragança under development within the scope of the Integrated and Innovative Plan to Combat School Failure of the Intermunicipal Community of Terras de Trás-os-Montes, whose contracting entity is the Municipality of Bragança. The Project uses action-research that is configured as a cyclical process to investigate and create change. The project is structured in five phases: Phase 1 - Awareness; Phase 2 - Diagnosis; Phase 3 - Planning; Phase 4 - Intervention; and Phase 5 - Evaluation. The team considered important to analyse the perceptions of the educators/teachers of the 1st Cycle of Basic Education (CBE) about the methodologies and strategies adopted by the School Group, in order to understand which variables, contribute more to the educational success. In this article we follow an interpretative and descriptive analysis that uses the focus group as data collection technique, based on a script of open questions, with the participation of sixteen kindergarten teachers and twenty teachers from the 1st CBE. For data processing, content analysis was used. The results highlight the willingness of educators and teachers to incorporate active strategies into their practice, centred on children's learning and reveal openness and availability to continue learning and innovating. Furthermore, they lead us to question the meaning of educational success, revealing that more than positive results, they should be translated into the development of skills, seen, according to The Student Profile at the End of the Compulsory Education, a complex combination of knowledge, skills and attitudes, which children and young people must develop as indispensable tools for the exercise of full, active and creative citizenship in the information and knowledge society in which we operate.
The study is part of the Pilot Project Prevenir para Melhor Bragança under development within the scope of the Integrated and Innovative Plan to Combat School Failure of the Intermunicipal Community of Terras de Trás-os-Montes, whose contracting entity is the Municipality of Bragança. The Project uses action-research that is configured as a cyclical process to investigate and create change. The project is structured in five phases: Phase 1 - Awareness; Phase 2 - Diagnosis; Phase 3 - Planning; Phase 4 - Intervention; and Phase 5 - Evaluation. The team considered important to analyse the perceptions of the educators/teachers of the 1st Cycle of Basic Education (CBE) about the methodologies and strategies adopted by the School Group, in order to understand which variables, contribute more to the educational success. In this article we follow an interpretative and descriptive analysis that uses the focus group as data collection technique, based on a script of open questions, with the participation of sixteen kindergarten teachers and twenty teachers from the 1st CBE. For data processing, content analysis was used. The results highlight the willingness of educators and teachers to incorporate active strategies into their practice, centred on children's learning and reveal openness and availability to continue learning and innovating. Furthermore, they lead us to question the meaning of educational success, revealing that more than positive results, they should be translated into the development of skills, seen, according to The Student Profile at the End of the Compulsory Education, a complex combination of knowledge, skills and attitudes, which children and young people must develop as indispensable tools for the exercise of full, active and creative citizenship in the information and knowledge society in which we operate.
Description
Keywords
(In)sucesso educativo Perfil do aluno Estratégias educativas Focus group
Citation
Martins, Cristina; Pires, Delmina; Mesquita, Elza; Mesquita, Cristina (2020). Sucesso educativo: um projeto em e para a ação. In R.P. Lopes; C. Mesquita; E. Mendes Silva; M. Vara Pires (Eds.) V Encontro Internacional de Formação na Docência (INCTE): livro de atas. Bragança: Instituto Politécnico de Bragança. p. 684-694. ISBN 978-972-745-276-7
Publisher
Instituto Politécnico de Bragança