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A transição do ensino básico para o ensino secundário: um contributo para o estudo das dificuldades de aprendizagem dos alunos do 10º ano
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Advisor(s)
Abstract(s)
O ensino em Portugal tem sido alvo de várias alterações ao longo dos tempos. Uma das
situações problemáticas que tem emergido, diz respeito aos alunos que transitam do 9o ano
para o 10° ano, sendo muitas vezes defendida a existência de um desfasamento entre o grau de
dificuldade do Ensino Básico e do Ensino Secundário, o qual se traduz em insucesso no 10°
ano, em que o nível médio de conhecimentos dos alunos que nele ingressam é inferior ao
desejável e insuficiente para as suas necessidades.
Com esta investigação pretendíamos saber até que ponto o sucesso actualmente
existente no Ensino Básico (9o ano) vai condicionar a aprendizagem dos alunos que chegam
ao 10° ano. A investigação foi feita a partir do acompanhamento de um grupo de alunos do
10° ano, previamente definido, determinando-se posteriormente a escola de origem e
consequentemente o seu percurso a nível do 9o ano. foram, igualmente, estudados alguns
aspectos referentes aos professores do 9o e do 10° ano desses alunos, nomeadamente, as suas
perspectivas sobre a forma como se processa essa transição.
O campo de observação foi restrito a um dos concelhos do barlavento algarvio, mais
concretamente à sua única escola secundária, assim como às suas quatro escolas básicas,
donde são provenientes a grande maioria dos alunos do 10° ano de escolaridade.
As técnicas de observação utilizadas foram a análise documental (análise das pautas de
classificação e actas dos concelhos de turma) e o inquérito (foram elaborados dois
questionários, um para os professores do 9o ano, outro para os do 10° ano).
Após a recolha e tratamento dos dados, os resultados obtidos permitiram verificar, para
o universo estudado, a existência de sérias dificuldades para muitos dos alunos que pela
primeira vez ingressam no 10° ano de escolaridade, provenientes das várias escolas básicas. A
menor exigência e rigor praticados nessas escolas, aparecem como factores decisivos para o
aparecimento dessas dificuldades. Como consequência, os professores do 10° ano vêem-se na
contingência de ter que adoptar novas estratégias de ensino, alterando desta forma a própria
relação educativa. Foi ainda possível verificar algumas diferenças nas várias características
sócio-profissionais, existentes entre os professores do 9o ano e os do 10° ano, algumas das
quais poderão, segundo vários autores, influenciar no seu desempenho profissional, com
reflexos no "saber escolar" dos alunos. De uma forma geral, constatámos que as opiniões dos
dois tipos de professores são em tudo semelhantes, inclusive em aspectos que penalizam o
desempenho das escolas básicas, cuja responsabilidade é na opinião dos professores, da
própria política educativa, sobre a qual os inquiridos continuam a manter muitas reservas.
Teaching in Portugal has had several changes along the time. One of the most problematic issues has to do with 9th.form pupils who go up lo lhe lO^.form. The cleavage between lhe difficullies of Ensino Básico and Ensino Secundário has been regarded as the reason of poor school performance of 10th.form pupils, whose médium levei of knowledge is lower than expected and insufficienl for their needs. The objective of this research would be to find out if lhe success in Ensino Básico (9th.form) will influence the learning of those pupils who go up to the 10lh.form. This research was built upon the observation of a previously defined group of 10th.form pupils, whose school of origin was later determined as well as their performance in the course of the 9th.form. Some aspects related to the 9th. and 10th.form teachers were also investigated, such as their perspectives on how that transition happens. The observation field was limited to one of Algarve^ western councils, more specificaily to its only Escola Secundária as well as its four Escolas Básicas where the majority of the 10th.form pupils come from. As observation techniques two were used: documentary analysis (analysis of classification boards and minutes of teachers' reunions) and the survey (two qucstionnaires for both 9th. and 1 Oth.form teachers were elaborated). The results that were obtained alter the data treatment show that, in this restricted universe, pupils that attend lhe 10th.form for the first time feel extreme difficullies. Less demand and rigour of Escolas Básicas appear as decisive for those difficullies. Consequently, lO^.form teachers are forced to adopt new teaching strategies, changing lhe educative relation. It was also possible to verify some differences among the several social-professional characteristics of 9th. and 10th.form teachers, some of which, according to some authors, may influence their professional performance and the schooling knowledge of pupils. As a whole, we verify that the opinion of both 9th. and 10th.form teachers are similar, even in aspects that penalise the performance of Escolas Básicas. In the opinion ot teachers the responsibility for this situation belongs exclusively to the educalional policy, on which the inquired still maintain reservations.
Teaching in Portugal has had several changes along the time. One of the most problematic issues has to do with 9th.form pupils who go up lo lhe lO^.form. The cleavage between lhe difficullies of Ensino Básico and Ensino Secundário has been regarded as the reason of poor school performance of 10th.form pupils, whose médium levei of knowledge is lower than expected and insufficienl for their needs. The objective of this research would be to find out if lhe success in Ensino Básico (9th.form) will influence the learning of those pupils who go up to the 10lh.form. This research was built upon the observation of a previously defined group of 10th.form pupils, whose school of origin was later determined as well as their performance in the course of the 9th.form. Some aspects related to the 9th. and 10th.form teachers were also investigated, such as their perspectives on how that transition happens. The observation field was limited to one of Algarve^ western councils, more specificaily to its only Escola Secundária as well as its four Escolas Básicas where the majority of the 10th.form pupils come from. As observation techniques two were used: documentary analysis (analysis of classification boards and minutes of teachers' reunions) and the survey (two qucstionnaires for both 9th. and 1 Oth.form teachers were elaborated). The results that were obtained alter the data treatment show that, in this restricted universe, pupils that attend lhe 10th.form for the first time feel extreme difficullies. Less demand and rigour of Escolas Básicas appear as decisive for those difficullies. Consequently, lO^.form teachers are forced to adopt new teaching strategies, changing lhe educative relation. It was also possible to verify some differences among the several social-professional characteristics of 9th. and 10th.form teachers, some of which, according to some authors, may influence their professional performance and the schooling knowledge of pupils. As a whole, we verify that the opinion of both 9th. and 10th.form teachers are similar, even in aspects that penalise the performance of Escolas Básicas. In the opinion ot teachers the responsibility for this situation belongs exclusively to the educalional policy, on which the inquired still maintain reservations.
Description
Dissertação de mest. em Observação e Análise da Relação Educativa, Faculdade de Ciências Humanas e Sociais, Univ. do Algarve, 2003
Keywords
Transição Ensino Básico Ensino Secundário Crise-Transição Sucesso Insucesso