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O teor de inovação educacional nos cursos de educação formação – Um estudo de caso
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Orientador(es)
Resumo(s)
Perante o problema do abandono escolar e desqualificação dos jovens em Portugal foram criados os Cursos de Educação e Formação (CEF). Num modelo educativo diferente do ensino regular visam conciliar a vertente educativa escolar e a qualificação profissional.
Este estudo de caso resulta da prática pedagógica e reflexão de um professor de Biologia e Geologia que durante seis anos assumiu a direção de um CEF de operador de jardinagem.
Pretendeu-se saber, a partir deste método de investigação, numa escola da Área Metropolitana de Lisboa, se os CEF podem ser considerados um exemplo de inovação educacional e simultaneamente comparar a perceção de inovação nos diferentes agentes envolvidos (alunos, professor e investigador-participante)
Pode-se concluir que a inovação é mais percecionada pelos professores que pelos alunos e que a amplitude de inovação percecionada pelo investigador-participante supera significativamente a dos restantes agentes estudados. A inovação está mais associada à sala de aula, ao perfil do professor e ao relacionamento que se estabelece entre ele e os alunos. O modelo regulamentar do CEF é rígido, com múltiplas normas, o que dificulta a implementação de alterações ao nível da escola.
Os participantes no estudo reconheceram potencialidade dos cursos e sugeriram mudanças de melhoria, num momento em que o CEF estudado é descontinuado, seguindo a lógica do momento, em que, gradualmente estes cursos vão sendo extintos das escolas públicas portuguesas.
In response to the problem of young people dropping out of school and becoming unskilled in Portugal, the Education and Training Courses (CEF) were created in 2004. In an educational model that is different from regular schooling, they combine school education with professional qualifications. This case study is the result of the pedagogical practice and reflection of a Biology and Geology teacher who ran a gardening course for six years. The aim of this investigation, in a school in the Lisbon metropolitan area is to find out whether these courses are an example of educational innovation and, at the same time, to compare the perception of innovation among the different agents involved (students, teacher and researcher-participant). It can be concluded that innovation is perceived more by teachers than by students. And both to a lesser extent than from the researcher-participant's perspective. Innovation is more associated with the classroom, the teacher's profile and the relationship between the teacher and the students. The CEF regulatory model is rigid, with multiple rules, which makes it difficult to implement changes at school level. The participants in the study recognized the potential of the courses and suggested changes for improvement, at a time when the CEF studied has ended, following the logic of the moment, in which these courses are gradually being phased out of Portuguese public schools.
In response to the problem of young people dropping out of school and becoming unskilled in Portugal, the Education and Training Courses (CEF) were created in 2004. In an educational model that is different from regular schooling, they combine school education with professional qualifications. This case study is the result of the pedagogical practice and reflection of a Biology and Geology teacher who ran a gardening course for six years. The aim of this investigation, in a school in the Lisbon metropolitan area is to find out whether these courses are an example of educational innovation and, at the same time, to compare the perception of innovation among the different agents involved (students, teacher and researcher-participant). It can be concluded that innovation is perceived more by teachers than by students. And both to a lesser extent than from the researcher-participant's perspective. Innovation is more associated with the classroom, the teacher's profile and the relationship between the teacher and the students. The CEF regulatory model is rigid, with multiple rules, which makes it difficult to implement changes at school level. The participants in the study recognized the potential of the courses and suggested changes for improvement, at a time when the CEF studied has ended, following the logic of the moment, in which these courses are gradually being phased out of Portuguese public schools.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade de Inovação em Educação), 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Inovação educativa Trabalho colaborativo Territórios Educativos de Intervenção Prioritária (TEIP) Abandono escolar Dissertações de mestrado - 2024