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Abstract(s)
Este trabalho justifica-se pela importância de se compreender o fenômeno do abandono escolar sob o ponto de vista do estudante, nomeadamente o estudante do ensino secundário. Nessa fase da vida, o jovem é levado a fazer escolhas, em nível tanto pessoal quanto acadêmico e profissional. Sendo a escola uma importante ferramenta no processo educativo e de desenvolvimento pessoal, conclui-se que o abandono escolar aos níveis atuais representa um fator de risco para os jovens, podendo interferir e afetar suas escolhas e decisões pessoais e profissionais. A pesquisa é composta por dois estudos. O primeiro, utilizando uma abordagem qualitativa com 42 estudantes do ensino secundário que abandonaram e posteriormente retornaram à escola e teve como objetivo compreender o abandono escolar na perspectiva do aluno e como o abandono escolar pode interferir na história de vida desses estudantes. O segundo estudo foi realizado utilizando uma abordagem quantitativa, com alunos em risco de abandono escolar. O objetivo desse estudo foi perceber como os estudantes do ensino secundário em risco de abandono escolar se relacionam com a escola e o que esperam do seu futuro. A recolha de dados do primeiro estudo ocorreu em duas escolas públicas do Brasil e uma em Portugal. O trabalho contou com 42 participantes e o processo de recolha de dados deu-se por meio de gravação de voz. As entrevistas foram realizadas na própria escola. O pré-requisito para participar da pesquisa era estar no ensino secundário e ter estado fora do sistema, por no mínimo 12 meses. Os resultados revelaram que, do ponto de vista dos alunos, na época em que foram obrigados a deixar a escola, houve falta de assistência psicológica e de orientação escolar bem como de programas de prevenção ao abandono. Na opinião de 83% dos participantes do estudo, iniciativas como essas poderiam tê-los incentivado a continuar na escola. Por outro lado, foi possível compreender os sentimentos que esses estudantes vivenciam quando são obrigados a abandonar a escola e que iniciativas poderiam contribuir para a prevenção do abandono. Quanto ao segundo estudo, os dados foram coletados em oito escolas públicas brasileiras. Participaram da pesquisa 189 estudantes. Foi utilizado um conjunto de seis instrumentos com o objetivo de perceber o envolvimento e a satisfação dos alunos com a escola, bem como o que pode impactar o futuro profissional, além de compreender como é a relação desses jovens com o fator tempo. Entre os fatores que contribuem para um melhor aproveitamento escolar, a Perspectiva Temporal, especialmente a Perspectiva Temporal Futura (PTF), tem sido relacionada ao sucesso acadêmico. Os resultados da pesquisa evidenciam significativas correlações entre as variáveis estudadas. Revelaram uma relação positiva entre a Perspectiva Temporal Futura e o envolvimento do aluno com a escola, em que condições vivem esses alunos, a não utilização da tecnologia para fins acadêmicos, a percepção dos alunos em relação a influência dos professores e dos pais, os diferença entre alunos do sexo masculino e feminino em relação a stisfação com a escola, foi possível perceber também, diferenças sobre a expectativa de futuro entre os alunos das três séries estudadas.
This work is justified by the importance of understanding the phenomenon of school dropout from the student's point of view, namely the secondary school student. At this stage of life, young people are led to make choices, on a personal, academic and professional level. As the school is an important tool in the educational process and personal development, it is concluded that dropping out of school at current levels represents a risk factor for young people, which can interfere and affect their personal and professional choices and decisions. The research comprises two studies. The first, using a qualitative approach with 42 secondary school students who dropped out and later returned to school, aimed to understand school dropout from the student's perspective and how dropout can interfere in the life story of these students. The second study was conducted using a quantitative approach, with students at risk of dropping out of school. The aim of this study was to understand how secondary school students at risk of dropping out of school relate to school and what they expect from their future. Data collection for the first study took place in two public schools in Brazil and one in Portugal. The work had 42 participants and the data collection process took place through voice recording. The interviews were carried out at the school itself. The prerequisite to participate in the research was to be in secondary education and have been out of the system for at least 12 months. The results revealed that, from the students' point of view, at the time they were forced to leave school, there was a lack of psychological assistance and school guidance, as well as of dropout prevention programs. In the opinion of 83% of the study participants, initiatives like these could have encouraged them to continue in school. On the other hand, it was possible to understand the feelings that these students experience when they are forced to drop out of school and what initiatives could contribute to the prevention of dropout. As for the second study, data were collected in eight Brazilian public schools. 189 students participated in the research. A set of six instruments was used in order to understand the involvement and satisfaction of students with the school, as well as what can impact the professional future, in addition to understanding how these young people's relationship with the time factor is. Among the factors that contribute to better school performance, the Temporal Perspective, especially the Future Temporal Perspective (PTF), has been related to academic success. The research results revealed a positive relationship between the Future Temporal Perspective and the student's involvement with the school, in which conditions these students live, the non-use of technology for academic purposes, the students' perception regarding the influence of teachers and parents, the difference between male and female students in relation to satisfaction with the school, it was also possible to notice differences in future expectations among students in the three grades studied.
This work is justified by the importance of understanding the phenomenon of school dropout from the student's point of view, namely the secondary school student. At this stage of life, young people are led to make choices, on a personal, academic and professional level. As the school is an important tool in the educational process and personal development, it is concluded that dropping out of school at current levels represents a risk factor for young people, which can interfere and affect their personal and professional choices and decisions. The research comprises two studies. The first, using a qualitative approach with 42 secondary school students who dropped out and later returned to school, aimed to understand school dropout from the student's perspective and how dropout can interfere in the life story of these students. The second study was conducted using a quantitative approach, with students at risk of dropping out of school. The aim of this study was to understand how secondary school students at risk of dropping out of school relate to school and what they expect from their future. Data collection for the first study took place in two public schools in Brazil and one in Portugal. The work had 42 participants and the data collection process took place through voice recording. The interviews were carried out at the school itself. The prerequisite to participate in the research was to be in secondary education and have been out of the system for at least 12 months. The results revealed that, from the students' point of view, at the time they were forced to leave school, there was a lack of psychological assistance and school guidance, as well as of dropout prevention programs. In the opinion of 83% of the study participants, initiatives like these could have encouraged them to continue in school. On the other hand, it was possible to understand the feelings that these students experience when they are forced to drop out of school and what initiatives could contribute to the prevention of dropout. As for the second study, data were collected in eight Brazilian public schools. 189 students participated in the research. A set of six instruments was used in order to understand the involvement and satisfaction of students with the school, as well as what can impact the professional future, in addition to understanding how these young people's relationship with the time factor is. Among the factors that contribute to better school performance, the Temporal Perspective, especially the Future Temporal Perspective (PTF), has been related to academic success. The research results revealed a positive relationship between the Future Temporal Perspective and the student's involvement with the school, in which conditions these students live, the non-use of technology for academic purposes, the students' perception regarding the influence of teachers and parents, the difference between male and female students in relation to satisfaction with the school, it was also possible to notice differences in future expectations among students in the three grades studied.
Description
Keywords
Abandono escolar Alunos em risco Perspectiva Temporal Perspectiva Temporal Futura Prevenção School dropout Students at risk Temporal Perspective Future Temporal Perspective Prevention