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Factores condicionantes do envolvimento do aluno na escola : perspectivas de alunos e suas famílias : um estudo na escola Rui Galvão de Carvalho
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Advisor(s)
Abstract(s)
Através deste estudo, realizado junto de alunos e das suas famílias, pretendeu-se conhecer factores que, na perspectiva daqueles, possam concorrer para situações de mal-estar e de falta de envolvimento escolar. Espera-se que o acesso a esse conhecimento possa servir de pista para futuras intervenções, no sentido da minimização de obstáculos ao bem-estar e da criação de condições de adaptabilidade e sentimento de pertença dos estudantes em relação à escola e à sua aprendizagem.
A relevância do estudo prende-se sobretudo com o facto de o envolvimento ser visto como um indicador positivo para o sucesso académico e como factor protector relativamente ao absentismo e abandono escolar.
Participaram neste estudo de 20 sujeitos, 10 alunos da escola Rui Galvão de Carvalho, conselho de Ribeira Grande, e 10 Encarregados de Educação. Os 10 alunos que foram tomados para integrar o grupo de estudo foram seleccionados de entre os que se encontravam, no ano lectivo 2010/2011 matriculados nos 2º e 3º ciclos do Ensino Básico, em risco de desistência.
Quanto à metodologia utilizada neste estudo, optou-se por uma pesquisa de cariz qualitativo, uma vez ser o nosso propósito conhecer a riqueza e a diversidade de dados provenientes das perspectivas dos alunos e suas famílias acerca do envolvimento dos primeiros na escola.
De acordo com os dados emergentes, foi clara a imensa dificuldade em responder de forma inequívoca às questões de partida, tendo em conta a ambiguidade nos discursos dos participantes (alunos e famílias), nomeadamente no que se refere ao envolvimento afectivo. Em relação ao envolvimento comportamental e cognitivo, sobressaiu nos discursos dos alunos e suas mães uma maior consistência, nas suas assunções de não comprometimento, como por exemplo, o não cumprimento das normas e o desuso de estratégias metacognitivas e de auto-regulação. Estes resultados poderão, em todo o caso, ser interpretados como uma ausência de ligação e de compromisso por parte daqueles para com a escola. Quanto à perspectiva dos alunos e suas famílias acerca dos factores contextuais, os dois grupos de participantes descreveram os primeiros (os alunos) como pouco envolvidos, tanto ao nível do contexto escolar como familiar, o que se afigurou num importante leque de pistas e focos de intervenção a ser implementadas pela escola, não fosse este o objectivo primeiro deste estudo.
ABSTRACT: In the course of this study, conducted with students and their families, the aim was to be acquainted with the factors, which in their perspective, can contribute to situations of discomfort and school disengagement. It is expected that the access to this information can be a hint for future interventions, in a way that can minimize obstacles to well-being and create conditions for adaptability and students sense of belonging regarding school and their learning. The importance of the study is mostly due to the fact that engagement is considered as a positive indicator of academic success and as a protective factor regarding truancy and school dropout. In this study, the participants are 20 individuals, 10 students from school Rui Galvão de Carvalho, in Ribeira Grande, and 10 parents or legal guardians. The 10 students were selected from 5th to 9th grade students, school year 2010/2011, in risk of school dropout. As for the method used in the study, a qualitative approach was chosen, since our aim is to know the wealth and diversity of data from students and their families’ perspectives regarding the students’ school engagement. According to the data, it was noticeable the great difficulty to answer the main questions in an unequivocal manner, considering the ambiguous discourse of the participants (students and families), particularly concerning affective engagement. In matter of behavioral and cognitive engagement, it was prominent a greater consistency in students and their mothers discourses, in their assumptions of not compromising, as for example, not comply with the norms and the disuse of metacognitive and self-regulation strategies. In this case, these results can be interpreted as students and families absence of connection and compromise towards school. Regarding the second question, the students and their families’ perspectives of contextual factors, the two groups of participants described the first (the students) as weakly engaged, on both school and family levels, that represents an important range of hints and interventions focus to be implemented by the school, which was the first goal of this study.
ABSTRACT: In the course of this study, conducted with students and their families, the aim was to be acquainted with the factors, which in their perspective, can contribute to situations of discomfort and school disengagement. It is expected that the access to this information can be a hint for future interventions, in a way that can minimize obstacles to well-being and create conditions for adaptability and students sense of belonging regarding school and their learning. The importance of the study is mostly due to the fact that engagement is considered as a positive indicator of academic success and as a protective factor regarding truancy and school dropout. In this study, the participants are 20 individuals, 10 students from school Rui Galvão de Carvalho, in Ribeira Grande, and 10 parents or legal guardians. The 10 students were selected from 5th to 9th grade students, school year 2010/2011, in risk of school dropout. As for the method used in the study, a qualitative approach was chosen, since our aim is to know the wealth and diversity of data from students and their families’ perspectives regarding the students’ school engagement. According to the data, it was noticeable the great difficulty to answer the main questions in an unequivocal manner, considering the ambiguous discourse of the participants (students and families), particularly concerning affective engagement. In matter of behavioral and cognitive engagement, it was prominent a greater consistency in students and their mothers discourses, in their assumptions of not compromising, as for example, not comply with the norms and the disuse of metacognitive and self-regulation strategies. In this case, these results can be interpreted as students and families absence of connection and compromise towards school. Regarding the second question, the students and their families’ perspectives of contextual factors, the two groups of participants described the first (the students) as weakly engaged, on both school and family levels, that represents an important range of hints and interventions focus to be implemented by the school, which was the first goal of this study.
Description
Dissertação de Mestrado, Psicologia da Educação, especialidade em Contextos Comunitários, 5 de Novembro de 2012, Universidade dos Açores.
Keywords
Abandono Escolar Educação Escolar Ensino Básico Psicologia da Educação
Citation
Gaipo, Nélia Maria Leite da Ponte. "Factores condicionantes do envolvimento do aluno na escola : perspectivas de alunos e suas famílias : um estudo na escola Rui Galvão de Carvalho". 2012. 131 p.. (Dissertação de Mestrado em Psicologia da Educação, especialidade em Contextos Comunitários). Ponta Delgada: Universidade dos Açores, 2011. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/5296>.