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A Hiperactividade em contexto escolar estudo dos efeitos de um programa de tutoria em contexto escolar. Um estudo de caso exploratório
| Name: | Description: | Size: | Format: | |
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| 30.14 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A tutoria é um projecto de intervenção, individualizado, centrado no aluno e nas suas
dificuldades e que, através do diálogo, orienta o aluno para uma procura de resolução
dos seus problemas e das suas dificuldades pessoais e académicas, podendo conduzir ao
sucesso pessoal e escolar. No nosso estudo analisámos os efeitos de um projecto de
tutoria, como estratégia de intervenção proactiva, junto de um adolescente com PHDA e
dos professores que constituíam o Conselho de Turma do aluno.
Escolhemos como metodologia, o estudo de caso exploratório, do tipo investigaçãoacção,
com um participante directo, J.C., um adolescente com PHDA, e como
participantes indirectos, os seus professores do Conselho de Turma. O estudo de
pesquisa decorreu durante o 3º período lectivo do ano de 2008/2009, aproximadamente
3 meses. Utilizámos uma abordagem quantitativa, junto dos professores, através da
aplicação de questionários quinzenais, que observavam frequências de comportamentos,
atitudes e desempenho escolar, e ainda as estratégias de intervenção mais utilizadas em
sala de aula. Ao aluno foram igualmente aplicados questionários quinzenais, de automonitorização,
nas sessões de acompanhamento, e a tutora-investigadora nas mesmas
sessões, preenchia também um questionário de observação de frequências de
comportamentos, atitudes e desempenho funcional. Recorremos ainda, à abordagem
qualitativa no cruzamento dos dados, dos participantes e da tutora-investigadora e à
análise de documentação relativa ao percurso escolar do aluno dos anos anteriores (1º e
2º ciclos).
Confirmámos que os níveis de hiperactividade e impulsividade diminuíram
substancialmente mas o défice de atenção e as dificuldades de aprendizagem
mantiveram-se, como consequência das fracas competências adquiridas ao longo do
percurso escolar, o que vai ao encontro dos estudos referenciados pelos autores
consultados. A tutoria revelou-se uma estratégia “invisível” pois não parece possível
estabelecer uma relação causa-efeito nas aprendizagens escolares, contudo no
desenvolvimento académico, pessoal e social, podemos considerar que a tutoria teve um
impacto positivo.
Tutoring is a school strategy intervention, individualized and student-centered in his difficulties, that through dialogue guides the student to search for a resolution to his problems and his personal and academic difficulties, which may lead to personal and school success. In our study we examined the effects of a tutoring project as a proactive strategy, with an adolescent with ADHD and his class teachers. The chosen methodology was the exploratory case study, with a direct participant, J.C., a teen with ADHD, and as indirect participants, his class teachers. The research study took place during the 3rd term of the academic year 2008/2009, approximately 3 months. To collect quantitative evidence, teachers filled in two questionnaires every two weeks, one rated behavior, conduct and school performance frequencies, the other one rated classroom strategies. The student also completed a self-monitoring questionnaire every two weeks, during the tutoring sessions. In the same sessions, the tutor-researcher also filled in a behavior, conduct and performance frequency questionnaire. The qualitative evidence was gathered from the triangulation analysis of the data collected from the participants and the tutor-researcher, as well as documentary evidence, documents concerning the pupil's education in previous years (primary education). The research confirmed that levels of hyperactivity and impulsivity decreased significantly but the attention deficit and learning difficulties remained, as a result of poor skills acquired throughout primary school education, as according to research studies. Tutoring has proved to be an "invisible" strategy because it does not seem possible to establish a cause-effect relationship on school knowledge but we can consider that tutoring had a positive impact on the school performance and on the development of the teenager’s personal and social skills.
Tutoring is a school strategy intervention, individualized and student-centered in his difficulties, that through dialogue guides the student to search for a resolution to his problems and his personal and academic difficulties, which may lead to personal and school success. In our study we examined the effects of a tutoring project as a proactive strategy, with an adolescent with ADHD and his class teachers. The chosen methodology was the exploratory case study, with a direct participant, J.C., a teen with ADHD, and as indirect participants, his class teachers. The research study took place during the 3rd term of the academic year 2008/2009, approximately 3 months. To collect quantitative evidence, teachers filled in two questionnaires every two weeks, one rated behavior, conduct and school performance frequencies, the other one rated classroom strategies. The student also completed a self-monitoring questionnaire every two weeks, during the tutoring sessions. In the same sessions, the tutor-researcher also filled in a behavior, conduct and performance frequency questionnaire. The qualitative evidence was gathered from the triangulation analysis of the data collected from the participants and the tutor-researcher, as well as documentary evidence, documents concerning the pupil's education in previous years (primary education). The research confirmed that levels of hyperactivity and impulsivity decreased significantly but the attention deficit and learning difficulties remained, as a result of poor skills acquired throughout primary school education, as according to research studies. Tutoring has proved to be an "invisible" strategy because it does not seem possible to establish a cause-effect relationship on school knowledge but we can consider that tutoring had a positive impact on the school performance and on the development of the teenager’s personal and social skills.
Description
Keywords
PHDA Adolescência Tutoria Estratégia Impacto