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Perspectiva temporal de futuro em contexto educativo: um estudo com estudantes do 9º ano de uma escola rural da Madeira
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Abstract(s)
Apesar de vários estudos sugerirem um importante impacto da perspectiva temporal de futuro (PTF) dos alunos no investimento e motivação em relação à escola e a ideia dos projectos de futuro reunir consenso entre os diversos agentes educativos, no nosso país esta temática não tem sido abordada de um modo significativo, nem sido traduzida em estratégias educativas, de supervisão e de orientação. Neste sentido, estudou-se a PTF de estudantes de uma zona rural da Madeira, num importante momento da sua carreira escolar (9º ano), com o objectivo de caracterizar o constructo PTF, analisar a sua expressão no comportamento e debater em que medida esses aspectos se poderão consubstanciar em intervenções educativas adequadas. Para tal, recorreu-se a uma metodologia que envolveu, numa primeira fase, instrumentos de cariz quantitativo (questionário) e, numa segunda fase, instrumentos de cariz qualitativo (entrevista). Os resultados mostraram uma consolidação de PTF nos alunos, em especial quando passam por experiências curriculares e extracurriculares específicas, em que se inclui a orientação. Além da importância destas actividades, os resultados demonstram a associação entre PTF, sucesso e investimento na escola, e destacam ainda o papel central que vários agentes, com especial relevo para os professores, têm na tomada de decisão e na construção de projectos de vida dos alunos. Tais resultados suportam, por fim, uma perspectiva mais sistémica e organizacional dos processos de supervisão, no âmbito de uma nova ecologia educativa e de uma escola reflexiva
Although some studies suggest an important impact of students’ future time perspective (FTP) on investment and school motivation and the idea of projects concerning the future congregate consensus among the various educative agents, in our country this thematic has not been approached in a significant way, nor been translated in orientation, educative and supervisive strategies. Therefore, FTP of students from a rural area in Madeira, Portugal, was studied, in a very important moment of their school career (9th grade, the ending of compulsory school). The goals of the study were to characterize their FTP, to analyze its expression in the behaviour and to debate which impact these aspects can have in educative interventions. The method involved, in a first phase, instruments of quantitative nature (questionnaire) and in the second phase, instruments of qualitative nature (interviews). Results have shown a consolidation of pupils’ FTP during the school year, especially when they’ve experienced specific curricular and extracurricular activities, in which orientation procedures were included. Beyond the importance of these activities, the results demonstrate as well the association between FTP, success and school investment, and still detach the central role that some agents, namely teachers, have in the career decision making and construction of their student’s life projects. Finally, such results support the organizational and systemic perspective on supervision processes, under the scope of a new educative ecology and a reflexive school
Although some studies suggest an important impact of students’ future time perspective (FTP) on investment and school motivation and the idea of projects concerning the future congregate consensus among the various educative agents, in our country this thematic has not been approached in a significant way, nor been translated in orientation, educative and supervisive strategies. Therefore, FTP of students from a rural area in Madeira, Portugal, was studied, in a very important moment of their school career (9th grade, the ending of compulsory school). The goals of the study were to characterize their FTP, to analyze its expression in the behaviour and to debate which impact these aspects can have in educative interventions. The method involved, in a first phase, instruments of quantitative nature (questionnaire) and in the second phase, instruments of qualitative nature (interviews). Results have shown a consolidation of pupils’ FTP during the school year, especially when they’ve experienced specific curricular and extracurricular activities, in which orientation procedures were included. Beyond the importance of these activities, the results demonstrate as well the association between FTP, success and school investment, and still detach the central role that some agents, namely teachers, have in the career decision making and construction of their student’s life projects. Finally, such results support the organizational and systemic perspective on supervision processes, under the scope of a new educative ecology and a reflexive school
Description
Disseratção de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta
Keywords
Educação Alunos Papel da escola Orientação vocacional Motivação Ensino básico 9º ano Futuro Supervisão Inquéritos
Pedagogical Context
Citation
Carvalho, Renato Gil Gomes - Perspectiva temporal de futuro em contexto educativo [Em linha] : um estudo com estudantes do 9º ano de uma escola rural da Madeira. Lisboa : [s.n.], 2007. 322 p.