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Publication
Gestão curricular e promoção do sucesso escolar: um estudo de caso
| Name: | Description: | Size: | Format: | |
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| 2.71 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Um dos grandes problemas que se apresentam aos professores quando iniciam
uma turma prende-se com a diversidade de níveis que os alunos apresentam e com a
necessidade de dar oportunidades a todos para atingirem as metas. Assim mais do que
atribuir apoios individuais desarticulados muitas vezes das aulas curriculares importa
definir outras estratégias que permitam aos alunos recuperarem o desnível apresentado
no início do ciclo para assim atingirem as competências necessárias ao seu processo de
ensino/aprendizagem.
O projeto agora apresentado resulta de uma tomada de consciência sobre a
autonomia e liderança do diretor face a alguns normativos. Assim pretende-se fazer um
estudo sobre a gestão e organização do currículo do 7º ano de escolaridade, com vista à
melhoria dos resultados dos alunos.
Este trabalho pretende caraterizar um projeto de diferenciação curricular
desenvolvido numa escola com 3.º ciclo e secundário atendendo ao seu processo de
implementação, à satisfação dos alunos, professores e encarregados de educação. Para tal
pretendemos compreender os reflexos do projeto e caracterizar a evolução dos resultados
académicos dos alunos
Em face aos objetivos definidos e atendendo a que se trata de um estudo de caso
iremos usar uma metodologia mista que, de acordo com Morais e Neves (2007) tem
potencialidades a ser aplicada em diversos contextos, permitindo avançar na área em
estudo. Assim dentro desta metodologia fizemos uma recolha de dados através de análise
documental, entrevista e inquérito por questionário e correspondente análise de dados
qualitativa (análise de conteúdo categorial) e quantitativa (análise estatística).
Os resultados do estudo apontam para um projeto que tinha potencialidades, mas
dada à pouca motivação e apropriação do projeto por parte dos atores bem como a não
monotorização do mesmo de forma clara e sistemática a sua eficácia atingiu um grau
muito baixo.
One of the greatest problems that teachers face when they start working with a class is related to the diversity of levels that students have and the need to give everyone opportunities to achieve the goals. Thus, more than attributing individual support often disconnected from the curricular classes, it is important to define other strategies that allow students to bridge the gap presented at the beginning of the cycle in order to achieve the skills they need for their teaching/learning process. The project now presented results from an awareness of the principal's autonomy and leadership regarding some regulations. There for, it is intended to carry out a study on the management and organization of the curriculum for the 7th year of schooling, in order to improve students’ results. This work intends to characterize a curricular differentiation project developed in a school with 3rd and secondary cycles, taking into account its implementation process as well as students, teachers and guardians satisfaction. To this end, we intend to understand the impact of the project and characterize the evolution of students' academic results Considering of the objectives, we defined and taking into account that this is a case study, we will use a mixed methodology that, according to Morais and Neves (2007), has the potential to be used in different contexts, allowing progress in the area under study. Thus, within this methodology, we collected data through document analysis, interview and questionnaire survey and the corresponding qualitative (category content analysis) and quantitative (statistical analysis) data analysis. The study results show that the a project had potential, but the actors’ low motivation and ownership of the project by the actors, as well as the lack of its monitoring in a clear and systematic way, led to a very low level of effectiveness.
One of the greatest problems that teachers face when they start working with a class is related to the diversity of levels that students have and the need to give everyone opportunities to achieve the goals. Thus, more than attributing individual support often disconnected from the curricular classes, it is important to define other strategies that allow students to bridge the gap presented at the beginning of the cycle in order to achieve the skills they need for their teaching/learning process. The project now presented results from an awareness of the principal's autonomy and leadership regarding some regulations. There for, it is intended to carry out a study on the management and organization of the curriculum for the 7th year of schooling, in order to improve students’ results. This work intends to characterize a curricular differentiation project developed in a school with 3rd and secondary cycles, taking into account its implementation process as well as students, teachers and guardians satisfaction. To this end, we intend to understand the impact of the project and characterize the evolution of students' academic results Considering of the objectives, we defined and taking into account that this is a case study, we will use a mixed methodology that, according to Morais and Neves (2007), has the potential to be used in different contexts, allowing progress in the area under study. Thus, within this methodology, we collected data through document analysis, interview and questionnaire survey and the corresponding qualitative (category content analysis) and quantitative (statistical analysis) data analysis. The study results show that the a project had potential, but the actors’ low motivation and ownership of the project by the actors, as well as the lack of its monitoring in a clear and systematic way, led to a very low level of effectiveness.
Description
Keywords
Curriculum Liderança Diferenciação pedagógica Diferenciação curricular Gestão curricular Sucesso Leadership Pedagogical differentiation Curriculum differentiation Curriculum management Success
Citation
Catarino, Maria Isabel - Gestão curricular e promoção do sucesso escolar [Em linha]: um estudo de caso. [S.l.]: [s.n.], 2022. 276 p.