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Retenção escolar no 1º Ciclo de Educação Básica: Aspetos académicos, cognitivos e socioafetivos envolvidos na tomada de decisão
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Abstract(s)
Uma prática pedagógica controversa utilizada no apoio aos alunos que apresentam
dificuldades académicas é a retenção escolar. No entanto, de acordo com a literatura
científica, a retenção não melhora, a longo prazo, o desempenho académico dos alunos ou o
seu funcionamento socioemocional. Por esta razão, de acordo com a legislação portuguesa,
esta medida deveria ser aplicada “a título excecional”. Contudo, as taxas de retenção no 1.º
ciclo de educação básica, especificamente no 2.º ano de escolaridade, são elevadas,
indicando que a decisão de retenção é mais frequente do que um caráter de excecionalidade
faria prever. Todavia, existe pouca informação sobre como a decisão de reter um aluno é
tomada na prática educativa. A presente tese pretendeu compreender o processo de tomada
de decisão relativamente à retenção de alunos no 1.º ciclo do ensino básico. Mais
especificamente estudamos quais as crenças dos professores que estão subjacentes à
tomada de decisão da retenção, quais as características académicas, cognitivas e
socioafetivas dos alunos consideradas nessa decisão e quais as políticas educativas que as
escolas desenvolvem para ajudar aos professores nesse processo decisório. Dois estudos
foram desenvolvidos para cumprir com estes objetivos: um estudo correlacional que contou
com a participação de 449 professores do 1.º ciclo do ensino público de Portugal Continental
e da Região Autónoma dos Açores, e um estudo misto convergente, onde participaram 358
professores de 68 escolas públicas e privadas da Região Autónoma da Madeira (RAM). Para
a recolha da informação foram utilizados dois questionários online que avaliavam os
constructos em estudo e foi realizada uma análise documental dos instrumentos de autonomia
das escolas da RAM. Os resultados destes dois estudos, apresentados ao longo de cinco
artigos científicos, indicaram que os professores portugueses acreditam, na sua maioria, na
efetividade da retenção para a prevenção do insucesso escolar dos alunos. Estas crenças
são mantidas num complexo sistema de crenças psicopedagógicas, estando relacionadas
com as crenças sobre o processo de ensino/aprendizagem, avaliação e desenvolvimento da
inteligência, assim como com as crenças sobre a efetividade e dificuldade de implementação
de outras intervenções para promover o sucesso escolar, como a diferenciação pedagógica e
o apoio individualizado. As crenças sobre a efetividade da retenção são, para muitos
professores, centrais, sendo defendidas com um elevado grau de convicção, estando
influenciadas principalmente pelas crenças da comunidade educativa, pela formação
académica, e pela sua experiência profissional. Os resultados também mostraram que as
crenças sobre a efetividade da retenção estão relacionadas com o seu uso da retenção,
funcionando também como filtros de informação, influenciando quais as características dos
alunos que são consideradas relevantes na tomada de decisão. Finalmente, também
observamos que as políticas educativas das escolas parecem trazer alguma coerência às
ações dos diferentes professores, mas a maioria das escolas da RAM não definem critérios
ou procedimentos que guiem aos seus professores no processo de tomada de decisão da
retenção. São discutidas algumas implicações para a investigação na área da cognição dos
professores, para a formação docente e para o desenvolvimento de políticas educativas sobre
a retenção escolar.
ABSTRACT: A controversial pedagogical practice used to support students with academic difficulties is grade retention. However, according to the scientific literature, retention does not improve, in the long term, students' academic performance or their socio-emotional functioning. For this reason, according to Portuguese legislation, this measure should be applied “on an exceptional basis”. However, grade retention rates in the 1st cycle of basic education, specifically in the 2nd year of schooling, are high, indicating that the retention decision is more frequent than an exceptional character would predict. However, little information exists about how the decision to retain a student is taken in educational practice. The present thesis intended to understand the decision-making process regarding students’ retention in the 1st cycle of basic education. More specifically, we study which teachers' beliefs underlie grade retention decision-making, which academic, cognitive and socio-affective characteristics of students are considered in this decision and which educational policies schools develop to help teachers in this decisionmaking process. Two studies were developed to fulfil these objectives: a correlational study that involved the participation of 449 teachers from the 1st cycle of public education in mainland Portugal and the Autonomous Region of the Azores, and a convergent mixed study, in which 358 teachers from 68 public and private schools in the Autonomous Region of Madeira (RAM). For the collection of information, two online questionnaires were used to assess the constructs under study and a documental analysis of the autonomy instruments of the schools in RAM was carried out. The results of these two studies, presented throughout five scientific articles, indicated that most Portuguese teachers believe in the effectiveness of retention for preventing student failure at school. These beliefs are maintained in a complex system of psychopedagogical beliefs, being related to their beliefs about the teaching/learning process, assessment and development of intelligence, and beliefs about the effectiveness and difficulty of implementing other interventions to promote school success, such as pedagogical differentiation and individualized support. Beliefs about the effectiveness of retention are central for many teachers, being defended with a high degree of conviction and being influenced mainly by the educational community’s beliefs, academic training, and professional experience. The results also showed that beliefs about the effectiveness of retention are related to their use of retention, also functioning as information filters, influencing which student characteristics are considered relevant in decision making. Finally, we also observed that the schools' educational policies seem to bring some coherence to the actions of different teachers. Still, most schools in RAM do not define criteria or procedures that guide their teachers in the retention decision-making process. Some implications for research in the area of teacher cognition, for teacher training and the development of educational policies on school retention are discussed.
ABSTRACT: A controversial pedagogical practice used to support students with academic difficulties is grade retention. However, according to the scientific literature, retention does not improve, in the long term, students' academic performance or their socio-emotional functioning. For this reason, according to Portuguese legislation, this measure should be applied “on an exceptional basis”. However, grade retention rates in the 1st cycle of basic education, specifically in the 2nd year of schooling, are high, indicating that the retention decision is more frequent than an exceptional character would predict. However, little information exists about how the decision to retain a student is taken in educational practice. The present thesis intended to understand the decision-making process regarding students’ retention in the 1st cycle of basic education. More specifically, we study which teachers' beliefs underlie grade retention decision-making, which academic, cognitive and socio-affective characteristics of students are considered in this decision and which educational policies schools develop to help teachers in this decisionmaking process. Two studies were developed to fulfil these objectives: a correlational study that involved the participation of 449 teachers from the 1st cycle of public education in mainland Portugal and the Autonomous Region of the Azores, and a convergent mixed study, in which 358 teachers from 68 public and private schools in the Autonomous Region of Madeira (RAM). For the collection of information, two online questionnaires were used to assess the constructs under study and a documental analysis of the autonomy instruments of the schools in RAM was carried out. The results of these two studies, presented throughout five scientific articles, indicated that most Portuguese teachers believe in the effectiveness of retention for preventing student failure at school. These beliefs are maintained in a complex system of psychopedagogical beliefs, being related to their beliefs about the teaching/learning process, assessment and development of intelligence, and beliefs about the effectiveness and difficulty of implementing other interventions to promote school success, such as pedagogical differentiation and individualized support. Beliefs about the effectiveness of retention are central for many teachers, being defended with a high degree of conviction and being influenced mainly by the educational community’s beliefs, academic training, and professional experience. The results also showed that beliefs about the effectiveness of retention are related to their use of retention, also functioning as information filters, influencing which student characteristics are considered relevant in decision making. Finally, we also observed that the schools' educational policies seem to bring some coherence to the actions of different teachers. Still, most schools in RAM do not define criteria or procedures that guide their teachers in the retention decision-making process. Some implications for research in the area of teacher cognition, for teacher training and the development of educational policies on school retention are discussed.
Description
Tese apresentada no Ispa - Instituto Universitário para obtenção do grau de Doutor em
Educação na área de especialização de Psicologia e
Educação.
Keywords
Retenção escolar Tomada de decisão Professor 2 ano do ensino básico Crenças Grade retention Decision-making Teachers’ beliefs Educational policies