Loading...
Publication
Insucesso e abandono escolar precoce
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 615.16 KB | Adobe PDF |
Advisor(s)
Abstract(s)
Numa sociedade em que a “forma escolar” se impõe em quase todas as dimensões
da vida dos indivíduos, quem não estiver à altura de se apropriar dela e de
bem manuseá-la acaba por viver um sentimento de exclusão que dificilmente
será apagado. Aeste sentimento acresce um outro de frustração relativamente
ao facto de ser claro para os estudantes e para as respetivas famílias que tal facto
terá como efeito, a prazo, o desenvolvimento de situações de difícil integração
social.
O prolongamento da escolaridade obrigatória, bem como a obrigatoriedade de
frequentar a escola foram/são medidas imprescindíveis para garantir a democratização
do acesso mas a realidade impede-nos de assumir tranquilamente
que por ser obrigatório está conseguido. Não está! Os números relativos ao
abandono escolar precoce, por exemplo, dizem-nos que ainda há muito para fazer.
Sabemos que constitui a etapa final deumprocesso de insucessos repetidos
e tidos como irremediáveis e irrecuperáveis. Porumlado, do ponto de vista dos
alunos, antes de ser físico, visível e estatisticamente mensurável, o abandono
escolar é psicológico e sinal de um processo de não apropriação dos códigos da
escola. É sinal de resistência, afinal, visto que só muito tempo depois de se detetarem
os primeiros sinais de dificuldade se regista a quase “confissão”, abandonando,
porque não se é capaz. Por outro lado, partindo do princípio de que a
relação pedagógica é necessariamente interativa podemos perguntar até que
ponto a escola não os abandonou primeiro.
Propomo-nos apresentar aqui alguns resultados do Projeto Erasmus+, Too
Young to Fail, um projeto de investigação-ação a decorrer e realizado por cinco
parceiros (Itália, Reino Unido, Holanda, Espanha e Portugal), sobre práticas
educativas que previnam situações de abandono escolar precoce.
In a society where the “school form” is required in almost all dimensions of an individual’s life, those who are not in a position to own and handle it end up with a feeling of exclusion that will hardly be erased. Frustration adds to this feeling due to the fact that it is clear to the students, and respective families, that over time this will lead to situations where social integration will be difficult. The extension of compulsory education, as well as mandatory school attendance were / are essential steps to building a democratic school but reality prevents us from assuming that being obligatory means it has been achieved. It hasn’t! The statistics for early school leaving, for example, tell us that there is still a long way to go. We know that dropping out of school is the final step in a process of repeated failures that are considered irreparable and unrecoverable from. On the one hand, from the students’ point of view, before being physical, visible and statistically measurable, school abandonment is psychological and a sign of non-appropriation of school codes. It is a sign of resistance, after all, as only a long time after the first signs of difficulty are noticed does the almost “confession” come, that students are abandoning school, because they don’t think they are able to finish it. On the other hand, assuming that the pedagogical relationship is necessarily interactive we can ask to what point didn’t the school give up on them first. We propose to present here some results of the Project Too Young to Fail, a project of research-action taking place and held for five partners (Italy, UK, Netherlands, Spain and Portugal), on educational practices that prevent early school drop-out situations .
In a society where the “school form” is required in almost all dimensions of an individual’s life, those who are not in a position to own and handle it end up with a feeling of exclusion that will hardly be erased. Frustration adds to this feeling due to the fact that it is clear to the students, and respective families, that over time this will lead to situations where social integration will be difficult. The extension of compulsory education, as well as mandatory school attendance were / are essential steps to building a democratic school but reality prevents us from assuming that being obligatory means it has been achieved. It hasn’t! The statistics for early school leaving, for example, tell us that there is still a long way to go. We know that dropping out of school is the final step in a process of repeated failures that are considered irreparable and unrecoverable from. On the one hand, from the students’ point of view, before being physical, visible and statistically measurable, school abandonment is psychological and a sign of non-appropriation of school codes. It is a sign of resistance, after all, as only a long time after the first signs of difficulty are noticed does the almost “confession” come, that students are abandoning school, because they don’t think they are able to finish it. On the other hand, assuming that the pedagogical relationship is necessarily interactive we can ask to what point didn’t the school give up on them first. We propose to present here some results of the Project Too Young to Fail, a project of research-action taking place and held for five partners (Italy, UK, Netherlands, Spain and Portugal), on educational practices that prevent early school drop-out situations .
Description
Keywords
Escolarização Prevenção do abandono escolar Inclusão escolar e social Schooling Early dropout prevention School and social inclusion
Citation
Silva, C. G da & Pinto, J. (2016). Insucesso e abandono escolar precoce: algumas perspetivas para a prevenção. In M. G. Alves, L. L. Torres, B. Dionísio & P. Abrantes (Orgs.). A educação na Europa do Sul: constrangimentos e desafios em tempos incertos: 1ª Conferência Ibérica de Sociologia da Educação (pp. 599-614). Lisboa: Faculdade de Ciências Sociais e Humanas da Universidade Nova.
Publisher
Universidade Nova de Lisboa, Faculdade de Ciências Sociais e Humanas