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Medida universal: intervenção com foco académico
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Esta investigação dedica-se à uniformização dos procedimentos na resposta às necessidades de formação dos alunos através da medida de intervenção com foco académico – apoio ao estudo, aplicada numa escola com o 3º ciclo do ensino básico e com ensino secundário. Uma equipa de docentes trabalhou colaborativamente com os restantes envolvidos na concretização desta medida, com o foco na realidade organizacional da escola. Tendo em consideração que na escola existiam dois processos diferentes para a aplicação da mesma medida de apoio ao estudo, podendo um mesmo aluno ter apoio a disciplinas distintas com procedimentos diferenciados, considerou-se que esta atuação não contribuía para uma boa imagem da escola. Esta realidade espelhava falta de coordenação, colaboração, entendimento e pouca sintonia na metodologia de atuação.
Foi este o desafio concreto que se considerou pertinente e relevante de intervenção, surgindo a questão à qual se tentou dar resposta, cujo foco é uniformizar o procedimento da medida do apoio ao estudo nos diferentes grupos disciplinares. O processo de investigação deste projeto está enquadrado na modalidade investigação ação em contexto colaborativo, recorrendo à técnica de observação participante, na modalidade crítica, onde a investigadora teve um papel interventivo. A equipa reuniu diversas vezes, preparando os ciclos de ação que assentaram nos pilares teóricos da metodologia de investigação ação, cujas características são ser colaborativa, metódica, possibilitar a crítica e autorreflexão, promovendo a inovação. Esta equipa funcionou numa metodologia que não se restringiu a uma única ação, mas a um ciclo de ações com vista à melhoria do problema. Foi necessário, em espiral, planificar, entrar em ação, observar e refletir. Os resultados obtidos mostram mudança no contexto real da instituição. Os efeitos da investigação ação fizeram-se sentir na escola, que se apropriou do conceito de mudança implementando um único procedimento.
This investigation is dedicated to standardizing procedures in responding to students' educational needs through an academic-focused intervention measure - study support, applied in a school with both middle and high school levels. A team of teachers collaborated with other stakeholders to implement this measure, focusing on the school's organizational reality. Considering that the school had two different processes for implementing the same study support measure, which meant that the same student could receive support for different subjects with differing procedures, it was considered that this approach did not contribute to a positive image of the school. This situation reflected a lack of coordination, collaboration, understanding, and little alignment in the method of operation. This was the specific challenge that was considered relevant and meaningful for intervention, leading to the question that was addressed, with a focus on standardizing the procedure for the study support measure across different subject groups. The research process for this project falls under the category of collaborative action research, utilizing the technique of participant observation in a crítical mode, where the researcher played an active role. The team met several times, preparing action cycles based on the theoretical pillars of action research methodology, characterized by collaboration, methodical approach, enabling critique and self-reflection, and promoting innovation. This team operated within a methodology that extended beyond a single action, but rather a cycle of actions aimed at improving the problem. It required a spiral approach of planning, taking action, observing, and reflecting. The results obtained demonstrate a change in the actual context of the institution. The effects of action research were felt in the school, which embraced the concept of change by implementing a single procedure.
This investigation is dedicated to standardizing procedures in responding to students' educational needs through an academic-focused intervention measure - study support, applied in a school with both middle and high school levels. A team of teachers collaborated with other stakeholders to implement this measure, focusing on the school's organizational reality. Considering that the school had two different processes for implementing the same study support measure, which meant that the same student could receive support for different subjects with differing procedures, it was considered that this approach did not contribute to a positive image of the school. This situation reflected a lack of coordination, collaboration, understanding, and little alignment in the method of operation. This was the specific challenge that was considered relevant and meaningful for intervention, leading to the question that was addressed, with a focus on standardizing the procedure for the study support measure across different subject groups. The research process for this project falls under the category of collaborative action research, utilizing the technique of participant observation in a crítical mode, where the researcher played an active role. The team met several times, preparing action cycles based on the theoretical pillars of action research methodology, characterized by collaboration, methodical approach, enabling critique and self-reflection, and promoting innovation. This team operated within a methodology that extended beyond a single action, but rather a cycle of actions aimed at improving the problem. It required a spiral approach of planning, taking action, observing, and reflecting. The results obtained demonstrate a change in the actual context of the institution. The effects of action research were felt in the school, which embraced the concept of change by implementing a single procedure.
Descrição
Palavras-chave
Uniformizar Intervenção com foco académico – apoio ao estudo Igualdade de oportunidades Resposta às necessidades dos alunos Standardization Academic-focused intervention - study support Equal opportunities Meeting students' needs