Overcoming barriers: the local and the innovative dimensions of inclusive socio-educational practices
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://hdl.handle.net/1822/60867 |
Resumo: | This paper discusses some results of a broader research, focusing on a set of eleven socio-educational practices aiming to overcome school failure and dropout, developed in Portugal, giving particular attention to the local and innovative dimensions. This research aims to understand the point of view of the several actors involved, about which factors, processes and relationships contribute the most to building such practices. Data was gathered through documental analysis and semi-structured interviews with those (institutionally) responsible for each practice under study, and was analysed using two instruments. From the point of view of the people responsible, the practices that contribute the most to overcoming school failure and dropout fall into one of four categories: Study Support (4 Practices), Student Grouping (3), Mediation (3) and Pedagogical Differentiation (1). Some practices mobilise resources; others interfere with learning and life contexts, in order to confront institutional, situational and dispositional barriers to participation and learning. Those practices seem to have an impact on school-family communication. Formal schooling, as well as the socio-cultural inclusion of youth from disadvantaged backgrounds, are seen as relevant; yet, we can observe a somewhat fragile involvement of families and communities in practices aimed at promoting their youth’s educational success. |
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Overcoming barriers: the local and the innovative dimensions of inclusive socio-educational practicesSocio-educational practicesSchool failure and dropoutPlace-based educationSocio-educational innovationBarriers to school participation and learningCiências Sociais::Ciências da EducaçãoSocial SciencesThis paper discusses some results of a broader research, focusing on a set of eleven socio-educational practices aiming to overcome school failure and dropout, developed in Portugal, giving particular attention to the local and innovative dimensions. This research aims to understand the point of view of the several actors involved, about which factors, processes and relationships contribute the most to building such practices. Data was gathered through documental analysis and semi-structured interviews with those (institutionally) responsible for each practice under study, and was analysed using two instruments. From the point of view of the people responsible, the practices that contribute the most to overcoming school failure and dropout fall into one of four categories: Study Support (4 Practices), Student Grouping (3), Mediation (3) and Pedagogical Differentiation (1). Some practices mobilise resources; others interfere with learning and life contexts, in order to confront institutional, situational and dispositional barriers to participation and learning. Those practices seem to have an impact on school-family communication. Formal schooling, as well as the socio-cultural inclusion of youth from disadvantaged backgrounds, are seen as relevant; yet, we can observe a somewhat fragile involvement of families and communities in practices aimed at promoting their youth’s educational success.Este texto analiza algunos resultados de una investigación más amplia, centrada en un conjunto de once prácticas socioeducativas destinadas a superar el fracaso y el abandono escolar, desarrolladas en Portugal, prestando especial atención a las dimensiones locales e innovadoras. Su objetivo es comprender el punto de vista de los diversos actores involucrados, acerca de qué factores, procesos y relaciones contribuyen más a la construcción de tales prácticas. Los datos se recopilaron mediante análisis documental y entrevistas semiestructuradas con los responsables (institucionalmente) de cada práctica, y se analizaron utilizando dos instrumentos. Para las personas responsables, las prácticas que más contribuyen a superar el fracaso escolar y el abandono escolar se dividen en una de cuatro categorías: Apoyo al estudio (4 prácticas), Agrupación de estudiantes (3), Mediación (3) y Diferenciación pedagógica (1). Algunas prácticas movilizan recursos; otros interfieren con el aprendizaje y los contextos de la vida, para enfrentar las barreras institucionales, situacionales y disposicionales a la participación y el aprendizaje. Esas prácticas parecen tener un impacto en la comunicación entre la escuela y la familia. La escolarización formal, así como la inclusión sociocultural de jóvenes de entornos desfavorecidos, se consideran relevantes; sin embargo, se puede observar una participación algo frágil de las familias y las comunidades en las prácticas destinadas a promover el éxito educativo de sus jóvenes.This research is funded by National Funds through FCT - Foundation for Science and Technology (Portugal), in the context of project PTDC/MHCCED/3775/2014. This research is funded by CIEd – Research Centre on Education, project UID/CED/01661/2019, Institute of Education, University of Minho, through national funds of FCT/MCTES-PT.Hipatia PressUniversidade do MinhoAntunes, FátimaLúcio, Joana20192019-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/1822/60867engAntunes, Fátima & Lúcio, Joana (2019). Overcoming Barriers: The Local and the Innovative Dimensions of Inclusive Socio-Educational Practices. Multidisciplinary Journal of Educational Research, 9 (2), 120-143.2014-286210.17583/remie.2019.4200http://hipatiapress.com/hpjournals/index.php/remie/article/view/4200info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-12-30T01:24:14Zoai:repositorium.sdum.uminho.pt:1822/60867Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T19:04:08.809936Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Overcoming barriers: the local and the innovative dimensions of inclusive socio-educational practices |
title |
Overcoming barriers: the local and the innovative dimensions of inclusive socio-educational practices |
spellingShingle |
Overcoming barriers: the local and the innovative dimensions of inclusive socio-educational practices Antunes, Fátima Socio-educational practices School failure and dropout Place-based education Socio-educational innovation Barriers to school participation and learning Ciências Sociais::Ciências da Educação Social Sciences |
title_short |
Overcoming barriers: the local and the innovative dimensions of inclusive socio-educational practices |
title_full |
Overcoming barriers: the local and the innovative dimensions of inclusive socio-educational practices |
title_fullStr |
Overcoming barriers: the local and the innovative dimensions of inclusive socio-educational practices |
title_full_unstemmed |
Overcoming barriers: the local and the innovative dimensions of inclusive socio-educational practices |
title_sort |
Overcoming barriers: the local and the innovative dimensions of inclusive socio-educational practices |
author |
Antunes, Fátima |
author_facet |
Antunes, Fátima Lúcio, Joana |
author_role |
author |
author2 |
Lúcio, Joana |
author2_role |
author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Antunes, Fátima Lúcio, Joana |
dc.subject.por.fl_str_mv |
Socio-educational practices School failure and dropout Place-based education Socio-educational innovation Barriers to school participation and learning Ciências Sociais::Ciências da Educação Social Sciences |
topic |
Socio-educational practices School failure and dropout Place-based education Socio-educational innovation Barriers to school participation and learning Ciências Sociais::Ciências da Educação Social Sciences |
description |
This paper discusses some results of a broader research, focusing on a set of eleven socio-educational practices aiming to overcome school failure and dropout, developed in Portugal, giving particular attention to the local and innovative dimensions. This research aims to understand the point of view of the several actors involved, about which factors, processes and relationships contribute the most to building such practices. Data was gathered through documental analysis and semi-structured interviews with those (institutionally) responsible for each practice under study, and was analysed using two instruments. From the point of view of the people responsible, the practices that contribute the most to overcoming school failure and dropout fall into one of four categories: Study Support (4 Practices), Student Grouping (3), Mediation (3) and Pedagogical Differentiation (1). Some practices mobilise resources; others interfere with learning and life contexts, in order to confront institutional, situational and dispositional barriers to participation and learning. Those practices seem to have an impact on school-family communication. Formal schooling, as well as the socio-cultural inclusion of youth from disadvantaged backgrounds, are seen as relevant; yet, we can observe a somewhat fragile involvement of families and communities in practices aimed at promoting their youth’s educational success. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019 2019-01-01T00:00:00Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://hdl.handle.net/1822/60867 |
url |
https://hdl.handle.net/1822/60867 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Antunes, Fátima & Lúcio, Joana (2019). Overcoming Barriers: The Local and the Innovative Dimensions of Inclusive Socio-Educational Practices. Multidisciplinary Journal of Educational Research, 9 (2), 120-143. 2014-2862 10.17583/remie.2019.4200 http://hipatiapress.com/hpjournals/index.php/remie/article/view/4200 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Hipatia Press |
publisher.none.fl_str_mv |
Hipatia Press |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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