Loading...
Publication
Escol(h)a de vida – e agora?
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Escol(h)a de vida - e agora? | 1.64 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A escola é o local onde passamos a maior parte da nossa infância e juventude. Neste
sentido, surgem diversos desafios como compreender como podem os sistemas educativos
contribuir para o desenvolvimento de valores e de competências nos estudantes que lhes
possibilitem responder aos complexos desafios que urgem nas suas vidas. Mais, à medida que
o tempo passa, os estudantes são pressionados em perceber quais os percursos de vida que
querem empreender e em projetar projetos futuros, tal como perceber qual o curso que querem
seguir, qual a profissão que querem, um dia mais tarde, desempenhar, entre outros. Assim, entre
os demais desafios que se apresentam na escola, cabe-nos perceber como podem capacitar os
alunos para a construção e gestão equilibrada dos seus projetos de vida.
Metodologicamente, foi enfatizada a metodologia qualitativa recorrendo a realização de
entrevistas semiestruturadas. Assim, percebemos que a principal fonte de conhecimento da
presente dissertação assenta na experiência subjetiva, nas vivências e perspetivas dos
participantes. Foram efetuadas 6 entrevistas a estudantes que estão a frequentar o ensino
secundário.
Os principais resultados do estudo permitiram perceber que a escola não tem como papel
principal a construção e desenvolvimento dos projetos de vida dos estudantes e que deveria
concentrar-se mais na possibilidade de descobertas de projetos de vida. Mais, deveria reforçar
atividades e diversificar as forma de informação e orientação escolar e profissional. Alguns dos
entrevistados estão conscientes que a escola forma cidadãos e forma identidades, mas que
deveria alterar os modelos e métodos pedagógicos e valorizar outros saberes.
School is the place where we spend most of our childhood and youth. In this sense, several challenges arise, such as understanding how education systems can contribute to the development of values and skills in students that will enable them to respond to the complex challenges pressing on their lives. Moreover, as time goes by, students are pressured to understand which life paths they want to take and to project future projects, such as understanding which course they want to follow, which profession they want, later on, to perform, among others. Thus, among the other challenges faced by the school, it is up to us to understand how to empower students to build and manage their life projects in a balanced way. Methodologically, the qualitative methodology was emphasized by means of semi- structured interviews. Thus, we realize that the main source of knowledge of this dissertation is based on the subjective experience, on the experiences and perspectives of the participants. Six interviews were conducted with students who are attending high school. The main results of the study allowed us to perceive that school does not have as its main role the construction and development of students' life projects and that it should focus more on the possibility of discovering life projects. Moreover, it should reinforce activities and diversify the forms of information and school and career guidance. Some of the interviewees are aware that the school shapes citizens and forms identities, but that it should change the pedagogical models and methods and value other knowledge.
School is the place where we spend most of our childhood and youth. In this sense, several challenges arise, such as understanding how education systems can contribute to the development of values and skills in students that will enable them to respond to the complex challenges pressing on their lives. Moreover, as time goes by, students are pressured to understand which life paths they want to take and to project future projects, such as understanding which course they want to follow, which profession they want, later on, to perform, among others. Thus, among the other challenges faced by the school, it is up to us to understand how to empower students to build and manage their life projects in a balanced way. Methodologically, the qualitative methodology was emphasized by means of semi- structured interviews. Thus, we realize that the main source of knowledge of this dissertation is based on the subjective experience, on the experiences and perspectives of the participants. Six interviews were conducted with students who are attending high school. The main results of the study allowed us to perceive that school does not have as its main role the construction and development of students' life projects and that it should focus more on the possibility of discovering life projects. Moreover, it should reinforce activities and diversify the forms of information and school and career guidance. Some of the interviewees are aware that the school shapes citizens and forms identities, but that it should change the pedagogical models and methods and value other knowledge.
Description
Keywords
Sistema educativo Desafios sociais Projeto de Vida