School pedagogy: social reproduction of failure versus requirements in management. A case study

• Autor(a) principal: Lopes, Albino
• Data de Publicação: 2020
• Outros Autores: Barrosa, Luis, Fonseca, Amélia Virgínia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/gestaoedesenvolvimento.2020.9470

The school institution's accountability in its various aspects should be given priority attention, taking into account the timely availability of reliable primary data. It is a question, in particular, of studying the correlations to be established with the success of students. In this article, which was based on an internal evaluation of a School Grouping in a municipality on the outskirts of the capital, both the lack of data and the difficulty of alignment regarding the main mission of the institution were highlighted. The production of data made it possible to combine internal knowledge and external validation from the perspective of development and improvement. The data were analyzed in their various aspects - year, cycle, class, discipline and exams - a procedure that is complemented with the analysis of students' success/failure crossed with family, socio-economic and technological factors, in order to understand to what extent, they interfere, or not, in students' school results. With regard to the problematization underlying the diagnostic process of success, it was possible to question the data on the widely accepted thesis of the school's reproduction of students' social conditions, formulated in the 60/70s of the 20th century by Pierre Bourdieu and his collaborators. The most salient correlation is sustained by the notion of internal causality and especially with the demands of the teaching staff in a classroom context.