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Abstract(s)
O presente trabalho aborda o fenómeno do insucesso escolar, analisado a partir de uma perspetiva que considera fatores individuais, sociais e institucionais. Para o efeito estabeleceram-se os seguintes objetivos: (i) conhecer as perceções dos alunos do ensino secundário sobre o insucesso escolar; (ii) perceber a relação entre a perceção dos alunos sobre o insucesso escolar e a sua atitude perante a escola; (iii) analisar e interpretar os dados recolhidos.
A investigação realizada com alunos do ensino secundário revelou que o insucesso escolar é, na sua perceção, amplamente associado a notas baixas, falta de motivação e não transição de ano. No entanto, para além dos resultados académicos, os inquiridos identificaram fatores como a superficialidade das aprendizagens – decorar sem compreender – e a falta de valores e conhecimentos significativos.
Os dados recolhidos destacam ainda uma distinção entre influências diretas e indiretas no processo de insucesso escolar. Fatores como motivação, esforço e capacidade de aprendizagem são vistos como influências diretas, enquanto a cultura, a organização escolar, a competência do professor e o apoio familiar surgem como influências indiretas. Esta abordagem reflete uma visão sistémica do insucesso escolar, em que a interação entre a escola, a família e o contexto social desempenham um papel crucial.
Por fim referir que os alunos sentem que a escola deve ter um papel formativo e inclusivo, promovendo não apenas o sucesso académico, mas também o bem-estar emocional e a motivação para as aprendizagens. O insucesso escolar, deve, portanto, ser compreendido como o resultado de uma complexa interação de fatores, exigindo uma colaboração ativa entre todos os intervenientes no processo educativo – escola, família e sociedade – para a sua prevenção e superação.
This study addresses the phenomenon of school failure, analyzed from a multifaceted perspective that considers individual, social and institutional factors. To this end, the following objectives were established: (i) to find out about high school students' perceptions of school failure; (ii) to understand the relationship between students' perceptions of school failure and their attitude towards school; (iii) to analyze and interpret the data collected from the point of view of the Social Educator. The research carried out with secondary school students revealed that failure at school is, in their perception, largely associated with low grades, lack of motivation and not making the grade transition. However, in addition to academic results, respondents identified factors such as the superficiality of learning - memorizing without understanding - and the lack of meaningful values and knowledge. The data collected also highlights a distinction between direct and indirect influences in the process of school failure. Factors such as motivation, effort and learning ability are seen as direct influences, while culture, school organization, teacher competence and family support appear as indirect influences. This approach reflects a systemic view of school failure, in which the interaction between school, family and social context plays a crucial role. Finally, students feel that the school should play a formative and inclusive role, promoting not only academic success, but also emotional well-being and motivation to learn. School failure should therefore be understood as the result of a complex interaction of factors, requiring active collaboration between all those involved in the educational process - school, family and society - in order to prevent and overcome it.
This study addresses the phenomenon of school failure, analyzed from a multifaceted perspective that considers individual, social and institutional factors. To this end, the following objectives were established: (i) to find out about high school students' perceptions of school failure; (ii) to understand the relationship between students' perceptions of school failure and their attitude towards school; (iii) to analyze and interpret the data collected from the point of view of the Social Educator. The research carried out with secondary school students revealed that failure at school is, in their perception, largely associated with low grades, lack of motivation and not making the grade transition. However, in addition to academic results, respondents identified factors such as the superficiality of learning - memorizing without understanding - and the lack of meaningful values and knowledge. The data collected also highlights a distinction between direct and indirect influences in the process of school failure. Factors such as motivation, effort and learning ability are seen as direct influences, while culture, school organization, teacher competence and family support appear as indirect influences. This approach reflects a systemic view of school failure, in which the interaction between school, family and social context plays a crucial role. Finally, students feel that the school should play a formative and inclusive role, promoting not only academic success, but also emotional well-being and motivation to learn. School failure should therefore be understood as the result of a complex interaction of factors, requiring active collaboration between all those involved in the educational process - school, family and society - in order to prevent and overcome it.
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Keywords
Alunos Professores Perceções Papel da escola Insucesso escolar Educador Social