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Changing Practices, Changing Identities: A Study with Students at Risk of Educational Exclusion
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This study discusses how students at risk of educational exclusion can restore their identity and improve learning and scientific literacy. This qualitative research adopts an interpretative orientation. Twenty-eight secondary school students, aged 16 to 20 participated. Data was collected of the interactions between students in lessons, focus group interview and written documents. Data analysis was inductive, consistent with a naturalistic research paradigm, and consisted of uncovering salient patterns, singularities, and themes associated with research aims. Several students, at risk of educational exclusion, value this kind of practice. By changing practice, the learning social context varied, as well as students’ identities and their relationships with knowledge, teachers and school.
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Citação
Carvalho, C., Freire, S., Baptista, M., Freire, A., Azevedo, M., & Oliveira, T. (2008). Changing Practices, Changing Identities: A Study with Students at Risk of Educational Exclusion. In A. Ross, & P. Cunningham (Eds.), Reflecting on Identities: Research, Practice & Innovation: Proceedings of the Tenth Conference of the Children’s Identity and Citizenship in Europe Thematic Network, Istanbul. London: CiCe.