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Publication
Diversidade e inclusão no Ensino Superior Politécnico : da caraterização à compreensão das vivências dos estudantes
| Name: | Description: | Size: | Format: | |
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| 1.87 MB | Adobe PDF | |||
| 9.74 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo tem como objetivo compreender quem são e que
vivências têm os estudantes que ingressaram numa instituição de Ensino Superior
Politécnico por diferentes regimes de acesso. Considera-se que a compreensão e
conhecimento dos obstáculos/desafios encontrados pelos estudantes no Ensino
Superior é fundamental para a implementação de medidas conducentes a um
Ensino Superior mais inclusivo. Reconhecendo-se que o Ensino Superior tem
uma cultura própria associada a múltiplas literacias e discursos que os estudantes
precisam de conhecer e dominar para estarem incluídos, desenhou-se o presente
estudo tendo como referência os contributos da Perspetiva Sociocultural. Em
termos metodológicos, recorreu-se a um modelo de investigação misto que
envolveu duas fases sequenciais. Na primeira fase realizou-se um estudo de
orientação quantitativa e qualitativa para caracterização dos estudantes (n=287)
que ingressaram no primeiro ciclo de estudos de uma Instituição de Ensino
Superior Politécnico no ano letivo de 2011/2012, quanto a elementos
sociodemográficos, a motivos e expetativas para a frequência do Ensino Superior,
e à realização académica dos estudantes. Numa segunda fase realizou-se um
estudo de aprofundamento, de orientação qualitativa, recorrendo a entrevistas
semiestruturadas (n=14), realizadas a estudantes que ingressaram no ES por
diferentes vias de acesso e a docentes com funções de coordenação de cursos
de 1º ciclo de estudos, com o intuito de perceber como perspetivam e se
posicionam face à diversidade dos estudantes. Os resultados permitiram
identificar alguns obstáculos/desafios enfrentados pelos estudantes relacionados
com a frequência do Ensino Superior, assim como a referência a uma experiência
enriquecedora do ponto de vista das suas aprendizagens e desenvolvimento
pessoal.
The aim of the present study is to understand the background and experiences of students admitted to a Higher Education Polytechnic Institution through different access regimens. It is known that the knowledge and understanding of obstacles faced by Higher Education students is fundamental for the implementation of a more inclusive Higher Education system. Recognizing that Higher Education has a unique culture associated with multiple literacies and speeches that students need to know and master in order to feel included, this study was designed based on the contributions provided by the Sociocultural Perspective. Methodologically, a mixed investigation model was used involving two sequential phases. In the first phase, a quantitative and qualitative orientation study of students (n=287) admitted to the first cycle of studies of a Higher Education Polytechnic Institution on the academic year of 2011/2012 was performed, with characterization of socio-demographic elements, motives and expectations in the frequency of Higher Education and assessment of academic fulfilment of the students. On a second phase a qualitative orientation study was executed through semi-structured interviews (n=14) performed to students admitted to Higher Education through different access regimens. Results allowed the identification of some obstacles faced by students related to their frequency of Higher Education, as well as a reference to an enrichment from the learning and personal development points of view. In the second phase of the study teachers were also interviewed in order to understand how they perceive and position themselves relatively to the diversity of their students.
The aim of the present study is to understand the background and experiences of students admitted to a Higher Education Polytechnic Institution through different access regimens. It is known that the knowledge and understanding of obstacles faced by Higher Education students is fundamental for the implementation of a more inclusive Higher Education system. Recognizing that Higher Education has a unique culture associated with multiple literacies and speeches that students need to know and master in order to feel included, this study was designed based on the contributions provided by the Sociocultural Perspective. Methodologically, a mixed investigation model was used involving two sequential phases. In the first phase, a quantitative and qualitative orientation study of students (n=287) admitted to the first cycle of studies of a Higher Education Polytechnic Institution on the academic year of 2011/2012 was performed, with characterization of socio-demographic elements, motives and expectations in the frequency of Higher Education and assessment of academic fulfilment of the students. On a second phase a qualitative orientation study was executed through semi-structured interviews (n=14) performed to students admitted to Higher Education through different access regimens. Results allowed the identification of some obstacles faced by students related to their frequency of Higher Education, as well as a reference to an enrichment from the learning and personal development points of view. In the second phase of the study teachers were also interviewed in order to understand how they perceive and position themselves relatively to the diversity of their students.
Description
Keywords
Ensino superior politécnico Interculturalismo Literacia Inclusão social Higher education Diversity Interculturality Inclusion Sociocultural perspective
Citation
Manso, Maria Augusta Cadilha Xavier Gonçalves - Diversidade e inclusão no Ensino Superior Politécnico [Em linha]: da caraterização à compreensão das vivências dos estudantes. [S.l.]: [s.n.], 2016. 287 p.