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Concepções sobre o abandono escolar e práticas preventivas numa escola básica dos 2º e 3º ciclos
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No presente trabalho, tomámos como objecto de estudo o abandono escolar, no sentido
de contribuir, por um lado, para a compreensão da problemática no âmbito das concepções e
práticas dos professores, e por outro, das potencialidades da acção da escola e do desempenho
profissional dos professores, orientados para estratégias de prevenção.
O trabalho empírico realizou-se numa escola do 2º e 3º Ciclo do Ensino Básico da cidade
de Lisboa. Enquadrou-se numa metodologia qualitativa, em que a entrevista semi-directiva a
professores com cargos-chave na escola, bem como a análise documental (PEE, RIE, PCE,
"Acompanhamento de Alunos) foram as técnicas utilizadas.
Os resultados permitem-nos concluir que o abandono está associado a um percurso
escolar absentista, de indisciplina e de insucesso. Contudo, a escola assume o fenómeno no
sentido de o inverter, recriando condições na sua organização. O Projecto Educativo, o Projecto
Curricular de Escola e de Turma, pressupõem a criação de equipas dinâmicas, cuja intervenção
se orienta para a resposta a problemas identificados pela Comunidade Educativa.
A análise do discurso dos professores entrevistados permite inferir do esforço que, no
quotidiano desta escola, se desenvolve no sentido da colaboração e cooperação entre pares. A
articulação com outros parceiros parece ser uma dimensão privilegiada na acção da escola face
ao abandono e às situações de risco, o que sublinha a sua abertura a processos de colaboração
interinstitucional na assunção dos princípios educativos na resposta às necessidades dos alunos
e, também à construção de novas dimensões de profissional idade docente e de novos espaços
educativos.
The present work is centred on high school dropout and aims to contribute to the understanding of this problem in what concerns concepts, teachers' practices, school action potentialities and teachers professional performance oriented to prevention strategies. The empirical work took place in a high school, located in Lisbon. A qualitative approach was adopted and interviews were made to key teachers at school as well as documental analysis was done to School Educative Project, School Internal Rules, School Curriculum Project and "Pupils' Accoriipany". The results allow us to conclude that drop out is either associated with school absenteeism or indiscipline or failure. However, school assumes the phenomenon in a sense of inverting it, recreating conditions in its organisation. School Educative Project, School and Class Curriculum Project, as well, presume dynamic teams setting up, in which intervention targets to answering to identified problems by the school community. Interviewed teachers' discourse analysis allows inferring the daily effort developed by this school, concerning collaboration and cooperation among pairs. To face dropping out and risk situations, school encompasses other partners what seems to reveal not only a privileged school action but also an openness to collaborative inter-institutional processes, in the assumption of educative principles in response to pupils' needs and of new dimensions, concerning teachers' professionalism and of new educative frameworks, too.
The present work is centred on high school dropout and aims to contribute to the understanding of this problem in what concerns concepts, teachers' practices, school action potentialities and teachers professional performance oriented to prevention strategies. The empirical work took place in a high school, located in Lisbon. A qualitative approach was adopted and interviews were made to key teachers at school as well as documental analysis was done to School Educative Project, School Internal Rules, School Curriculum Project and "Pupils' Accoriipany". The results allow us to conclude that drop out is either associated with school absenteeism or indiscipline or failure. However, school assumes the phenomenon in a sense of inverting it, recreating conditions in its organisation. School Educative Project, School and Class Curriculum Project, as well, presume dynamic teams setting up, in which intervention targets to answering to identified problems by the school community. Interviewed teachers' discourse analysis allows inferring the daily effort developed by this school, concerning collaboration and cooperation among pairs. To face dropping out and risk situations, school encompasses other partners what seems to reveal not only a privileged school action but also an openness to collaborative inter-institutional processes, in the assumption of educative principles in response to pupils' needs and of new dimensions, concerning teachers' professionalism and of new educative frameworks, too.
Descrição
Tese de Mestrado em Ciências da Educação (Área de Especialização em Formação de Professores), apresentada à Universidade de Lisboa, através da Faculdade de Psicologia e de Ciências de Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Abandono escolar Desenvolvimento profissional Parcerias Prevenção