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Ensino profissional: vocação ou recurso?
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Abstract(s)
A presente dissertação tem como objetivo principal analisar as perceções de jovens a
frequentar o ensino profissional, nomeadamente como caracterizam o ensino profissional,
quais os motivos que os levaram a escolher esta modalidade de ensino e quais as suas
expetativas para o futuro após concluírem o curso que os prepara para a entrada do
mercado de trabalho.
Os dados recolhidos permitiram concluir que, apesar do ensino profissional estar
associado a uma última oportunidade para alunos com insucesso escolar associado, este
é uma opção viável e ponderada para jovens que pretendem um ensino mais prático e
instrumental, tomada de forma autónoma ou por influência de terceiros, em detrimento
de um currículo mais generalista, tendo como expetativas futuras o ingresso no mundo
do trabalho mas também o prosseguimento dos estudos para a via universitária,
especialmente para o ensino politécnico, também caracterizado por ser mais prático.
O trabalho divide-se em duas partes: uma primeira parte teórica onde foram explicitados
os principais conceitos ligados ao ensino profissional, nomeadamente definições,
organização, modalidades de avaliação. A segunda parte diz respeito ao estudo empírico,
que teve como paradigma metodológico o qualitativo, tendo-se analisado as entrevistas
de 24 alunos de uma turma de um curso profissional.
This dissertation aims to analyse the perceptions of young people attending a professional course on professional education, namely how they characterize professional education, what are the reasons that led them to choose this type of education and what are their expectations for the future after complete the course that prepares them for entering the labour market. The data gathered led to the conclusion that, despite the stigma attached to professional education, namely the fact that it is a last chance for students with associated school failure, this is a viable and thoughtful option for young people who want a more practical and instrumental teaching, making autonomously or under the influence of others, to the detriment of a more generalist curriculum, with future expectations of entering the world of work but also pursuing university studies, especially for polytechnic education, also characterized by being more practical. This work is divided into two parts: a first theoretical part explaining the main concepts linked to vocational education, namely definitions, organisation, evaluation methods. The second part concerns the empirical study, which had as methodological paradigm the qualitative one, having analyzed the interviews of 24 students of a class of a professional course.
This dissertation aims to analyse the perceptions of young people attending a professional course on professional education, namely how they characterize professional education, what are the reasons that led them to choose this type of education and what are their expectations for the future after complete the course that prepares them for entering the labour market. The data gathered led to the conclusion that, despite the stigma attached to professional education, namely the fact that it is a last chance for students with associated school failure, this is a viable and thoughtful option for young people who want a more practical and instrumental teaching, making autonomously or under the influence of others, to the detriment of a more generalist curriculum, with future expectations of entering the world of work but also pursuing university studies, especially for polytechnic education, also characterized by being more practical. This work is divided into two parts: a first theoretical part explaining the main concepts linked to vocational education, namely definitions, organisation, evaluation methods. The second part concerns the empirical study, which had as methodological paradigm the qualitative one, having analyzed the interviews of 24 students of a class of a professional course.
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Keywords
Sistema Educativo Ensino Profissional Cursos Profissionais Mercado de Trabalho Education System Professional Education Professional Courses Labor Market