Territorial socioeconomic contexts, education, and academic failure in the Coimbra Region Intermunicipal Community (Portugal)
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Educação e Pesquisa
ISSN
1678-4634
Página(s)/e-location
e231821
Idioma(s)
en
Fonte
Fonte
São Paulo, SP
48
48
Coleções
Resumo
Apesar dos indiscutíveis avanços registados no domínio da educação, ao longo das últimas décadas, Portugal regista, ainda, indicadores de insucesso e de abandono escolar precoce consideravelmente elevados, particularmente quando comparados com os dos outros países da União Europeia. A identificação e necessidade de compreensão desse problema tem originado diversos trabalhos de investigação que compreendem desde fatores mais relacionados com o desenvolvimento, até às motivações e aspirações do aluno, às condições socioeconómicas e culturais das famílias, aos aspetos organizacionais da escola e à qualidade do corpo docente, dando muito menos importância às variáveis mais relacionadas com o contexto territorial. Assumindo, conceitualmente, o insucesso escolar como um fenômeno multideterminado, mas com uma relação direta com o espaço geográfico em que se situam as escolas e em que vivem os alunos, este artigo procura identificar e explicar algumas variáveis mais relacionadas com o território, entendido, neste estudo, numa perspectiva inovadora e dinâmica, procurando realizar sua caraterização identitária através de um conjunto articulado e transversal de indicadores. Desenvolvido na Comunidade Intermunicipal da Região de Coimbra, em Portugal, e após análise estatística robusta, que relaciona o desempenho em provas nacionais dos alunos do primeiro ciclo do ensino básico com as caraterísticas territoriais, este trabalho aponta a existência de influências mútuas destas dimensões, sugerindo a necessidade de um debate participado que suporte intervenções articuladas de combate ao insucesso escolar.
Despite the indisputable advances in education over the last decades, school failure and early school-leaving indicators in Portugal remain somewhat high, particularly when compared with those of other European Union countries. Once identified, the need to understand this problem have given rise to a number of research studies ranging from factors mostly related to development: students’ motivations and aspirations, families’ socioeconomic and cultural conditions, school organisational aspects and teaching staff quality, which focus less on variables more related to territory. Assuming, conceptually, school failure as a multidetermined phenomenon, yet directly relating it to the geographical space in which schools are located and students live, this study seeks to identify and explain some territory-related variables, viewed in this study from an innovative and dynamic perspective, in an attempt to characterize its identity by a coordinated and cross-cutting series of indicators. This study was developed within the Coimbra Region Intermunicipal Community, in Portugal, and involved a robust statistical analysis relating primary students’ performance (10-year olds) in national exams with territorial characteristics. Thus, it points to the mutual influence of these dimensions and suggests the need for a grass-roots debate, reinforcing actions to prevent and combat school failure and early school leaving.
Despite the indisputable advances in education over the last decades, school failure and early school-leaving indicators in Portugal remain somewhat high, particularly when compared with those of other European Union countries. Once identified, the need to understand this problem have given rise to a number of research studies ranging from factors mostly related to development: students’ motivations and aspirations, families’ socioeconomic and cultural conditions, school organisational aspects and teaching staff quality, which focus less on variables more related to territory. Assuming, conceptually, school failure as a multidetermined phenomenon, yet directly relating it to the geographical space in which schools are located and students live, this study seeks to identify and explain some territory-related variables, viewed in this study from an innovative and dynamic perspective, in an attempt to characterize its identity by a coordinated and cross-cutting series of indicators. This study was developed within the Coimbra Region Intermunicipal Community, in Portugal, and involved a robust statistical analysis relating primary students’ performance (10-year olds) in national exams with territorial characteristics. Thus, it points to the mutual influence of these dimensions and suggests the need for a grass-roots debate, reinforcing actions to prevent and combat school failure and early school leaving.
Descrição
Palavras-chave
Sucesso escolar em Portugal, Políticas educativas locais, Educação e território, Educational success in Portugal, Local education policies, Education and territory
Citação
BARROS, Cristina; CORDEIRO, António Rochette ; GAMA, Rui; ALCOFORADO, Luís. Territorial socioeconomic contexts, education, and academic failure in the Coimbra Region Intermunicipal Community (Portugal). Educação e Pesquisa, São Paulo, SP, v. 48, p. e231821. 2022. https://doi.org/10.1590/S1678-4634202248231821eng. Disponível em: https://www.scielo.br/j/ep/a/XmfPmJvcLBb6sDrgcSS3VHg/?format=html&lang=em. Acesso em: 2023-09-26