Loading...
Publication
Transição para o ensino secundário em Portugal: vozes de estudantes sobre dificuldades académicas
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 233.34 KB | Adobe PDF |
Advisor(s)
Abstract(s)
O artigo apresenta e discute perspetivas de estudantes
recém-chegados ao ensino secundário sobre as principais dificuldades
acadêmicas que referem ter sentido na transição para esta última
etapa obrigatória da escolaridade em Portugal, relacionando-as com
a organização curricular das modalidades dos seus cursos. De acordo
com as perspetivas recolhidas em seis grupos de discussão focalizada,
esta transição parece configurar-se de sentimentos mais positivos para
estudantes em cursos profissionais do que para estudantes em cursos
científico-humanísticos. Os primeiros apenas referem ter de adaptar-se
à elevada carga horária dos cursos. Os segundos lutam com a rapidez
e exigência do ensino e do trabalho autônomo resultantes da pressão
dos programas e exames. Estes resultados suportam a necessidade de
se conceder maior flexibilidade e abertura à organização curricular do
ensino secundário.
This article presents and discusses the perspectives of newcomer upper secondary school students about academic difficulties they mention to have experienced in the transition to this last compulsory stage of schooling in Portugal, relating them with the curriculum structure of their courses’ modalities. According to the perspectives gathered in six focus group discussions, this transition seems to bring more positive feelings to students in vocational courses than to those in general academic courses. The former only state to have to adapt to the busy weekly schedules of their courses. The latter struggle with the teaching speed and high demand for autonomous work as a result from the pressure of syllabuses and exams. These findings support the need to invest in the curricular organization of upper secondary education with greater flexibility and openness.
This article presents and discusses the perspectives of newcomer upper secondary school students about academic difficulties they mention to have experienced in the transition to this last compulsory stage of schooling in Portugal, relating them with the curriculum structure of their courses’ modalities. According to the perspectives gathered in six focus group discussions, this transition seems to bring more positive feelings to students in vocational courses than to those in general academic courses. The former only state to have to adapt to the busy weekly schedules of their courses. The latter struggle with the teaching speed and high demand for autonomous work as a result from the pressure of syllabuses and exams. These findings support the need to invest in the curricular organization of upper secondary education with greater flexibility and openness.
Description
Keywords
Transição de estudantes Dificuldades académicas Vozes de estudantes Ensino secundário Students’ transitions Upper secondary school Student voices Difficulties
Pedagogical Context
Citation
Torres, Ana Cristina; Mouraz, Ana - Transição para o ensino secundário em Portugal: vozes de estudantes sobre dificuldades académicas. "Educação & Sociedade" [Em linha]. ISSN 0101-7330 (Print) 1678-4626 (Online). Vol. 40 (2019), 17 p.