Competency curriculum and school success in vocational education: A relationship to build up

• Autor(a) principal: Pinto, António Bernardo Morais
• Data de Publicação: 2014
• Outros Autores: Delgado, Paulo
• 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/investigacaoeducacional.2014.3405

The Professional Courses are teaching modalities that aim to meet the educational needs of the secondary education as intermediate technicians level III. These courses were included in the public secondary schools by the law article 74/2004 – 26th of March – with the objective to instruct professionals to be able to practice a profession. These are following a pedagogic model in which the lectures are organized in a modular structure.This study focused on vocational education aims to understand the educational failure produced by the students from three prominent public high schools. The student’s academic performance is subject to statistical analysis, plus the study of students and teachers representations about this particular education and development. It was intended not only to identify the contradictions but also the different interpretations and redefinitions of the competence concept within the planning, lecturing and appraisal of the students.The results point towards a superficial understanding and translation of the competence concept which impacts the teacher’s performance. Most of the students, which already come from families with low cultural and economic capital, have their paths determined by several school retentions. The unsuccess considerably aff ects these students during their nine-year compulsory education.