School participation: representations of 3rd cycle pupils in Aveiro (Portugal)

Detalhes bibliográficos
Autor(a) principal: Pedro, Ana Paula
Data de Publicação: 2010
Outros Autores: Pereira, Caridade Maria A. Lima dos S.
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/28260
Resumo: This article proposes a reflection about the intrinsic relationship between democracy and education, particularly in the aspects related to the participation of students in the school decisions. In this sense, and within the sphere of the autonomy regime of Portuguese schools it is important to identify the formal and informal spaces afforded to the youngsters in decision-making inside the school in order to understand the latter's role in stimulating and developing youngsters for the exercise of an active citizenship. The democratic lifestyle is constructed through learning opportunities about itself, namely through participative experiences within the school context. In 2009 we carried out a study as part of a master dissertation in the Sciences of Education at the University of Aveiro, Portugal, at two public schools of basic education belonging to the Aveiro Council spanning a population of 240 pupils from the 8th and 9th years of schooling and fourteen class delegates. The results show that pupils have a feeble participation, both formal and informal, despite the Decree No. 115-A/98 establishing that schools can, within the limits of their autonomy, create and promote spaces for the effective participation of pupils. The analysis of the instruments of autonomy of the schools investigated reveals that pupil participation is still regarded as an ideal, and has yet to be turned into a real undergoing project. We therefore concluded that schools still center decisions in the teachers, pupil participation being only formal, passive, and ritualized.
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spelling School participation: representations of 3rd cycle pupils in Aveiro (Portugal) Participação escolar: representações dos alunos do 3º ciclo de Aveiro (Portugal) ParticipaçãoDemocraciaEducação e democraciaParticipationDemocracyEducation and democracy This article proposes a reflection about the intrinsic relationship between democracy and education, particularly in the aspects related to the participation of students in the school decisions. In this sense, and within the sphere of the autonomy regime of Portuguese schools it is important to identify the formal and informal spaces afforded to the youngsters in decision-making inside the school in order to understand the latter's role in stimulating and developing youngsters for the exercise of an active citizenship. The democratic lifestyle is constructed through learning opportunities about itself, namely through participative experiences within the school context. In 2009 we carried out a study as part of a master dissertation in the Sciences of Education at the University of Aveiro, Portugal, at two public schools of basic education belonging to the Aveiro Council spanning a population of 240 pupils from the 8th and 9th years of schooling and fourteen class delegates. The results show that pupils have a feeble participation, both formal and informal, despite the Decree No. 115-A/98 establishing that schools can, within the limits of their autonomy, create and promote spaces for the effective participation of pupils. The analysis of the instruments of autonomy of the schools investigated reveals that pupil participation is still regarded as an ideal, and has yet to be turned into a real undergoing project. We therefore concluded that schools still center decisions in the teachers, pupil participation being only formal, passive, and ritualized. Este artigo propõe uma reflexão sobre a relação intrínseca entre democracia e educação, particularmente na vertente relacionada com a participação dos discentes nas decisões da escola. Neste sentido e, no quadro do regime de autonomia das escolas portuguesas, importa identificar os espaços formais e informais que são proporcionados aos jovens na tomada de decisões da vida organizativa da escola para compreendermos o papel desta na promoção e capacitação dos jovens para o exercício de uma cidadania ativa. O modo de vida democrático constrói-se através de oportunidades de aprendizagem acerca do mesmo, nomeadamente pela vivência de experiências participativas no contexto escolar. Em 2009, realizámos um estudo, no âmbito da dissertação de uma dissertação de mestrado em Ciências da Educação da Universidade de Aveiro, Portugal, em duas escolas públicas do ensino básico, do Concelho de Aveiro, abrangendo uma população composta por 240 alunos do 8º e 9º ano de escolaridade e 14 delegados de turma. Os resultados mostram que os alunos possuem uma débil participação formal e informal, apesar de o Decreto-lei n. 115-A/98 prever a possibilidade de cada escola, no âmbito da sua autonomia, poder promover e criar espaços de efetiva participação dos alunos. A análise dos instrumentos de autonomia das escolas estudadas revela que a participação dos alunos é assumida, ainda, como um ideal e não já como um efetivo projeto de concretização. Concluímos, pois, que as escolas ainda mantêm uma centralização das decisões nos professores, verificando-se, por parte dos alunos, uma participação formal, passiva e ritualizada. Universidade de São Paulo. Faculdade de Educação2010-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2826010.1590/S1517-97022010000300007Educação e Pesquisa; v. 36 n. 3 (2010); 747-762Educação e Pesquisa; Vol. 36 No. 3 (2010); 747-762Educação e Pesquisa; Vol. 36 Núm. 3 (2010); 747-7621678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28260/30097Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessPedro, Ana PaulaPereira, Caridade Maria A. Lima dos S.2014-10-24T15:48:00Zoai:revistas.usp.br:article/28260Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:48Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv School participation: representations of 3rd cycle pupils in Aveiro (Portugal)
Participação escolar: representações dos alunos do 3º ciclo de Aveiro (Portugal)
title School participation: representations of 3rd cycle pupils in Aveiro (Portugal)
spellingShingle School participation: representations of 3rd cycle pupils in Aveiro (Portugal)
Pedro, Ana Paula
Participação
Democracia
Educação e democracia
Participation
Democracy
Education and democracy
title_short School participation: representations of 3rd cycle pupils in Aveiro (Portugal)
title_full School participation: representations of 3rd cycle pupils in Aveiro (Portugal)
title_fullStr School participation: representations of 3rd cycle pupils in Aveiro (Portugal)
title_full_unstemmed School participation: representations of 3rd cycle pupils in Aveiro (Portugal)
title_sort School participation: representations of 3rd cycle pupils in Aveiro (Portugal)
author Pedro, Ana Paula
author_facet Pedro, Ana Paula
Pereira, Caridade Maria A. Lima dos S.
author_role author
author2 Pereira, Caridade Maria A. Lima dos S.
author2_role author
dc.contributor.author.fl_str_mv Pedro, Ana Paula
Pereira, Caridade Maria A. Lima dos S.
dc.subject.por.fl_str_mv Participação
Democracia
Educação e democracia
Participation
Democracy
Education and democracy
topic Participação
Democracia
Educação e democracia
Participation
Democracy
Education and democracy
description This article proposes a reflection about the intrinsic relationship between democracy and education, particularly in the aspects related to the participation of students in the school decisions. In this sense, and within the sphere of the autonomy regime of Portuguese schools it is important to identify the formal and informal spaces afforded to the youngsters in decision-making inside the school in order to understand the latter's role in stimulating and developing youngsters for the exercise of an active citizenship. The democratic lifestyle is constructed through learning opportunities about itself, namely through participative experiences within the school context. In 2009 we carried out a study as part of a master dissertation in the Sciences of Education at the University of Aveiro, Portugal, at two public schools of basic education belonging to the Aveiro Council spanning a population of 240 pupils from the 8th and 9th years of schooling and fourteen class delegates. The results show that pupils have a feeble participation, both formal and informal, despite the Decree No. 115-A/98 establishing that schools can, within the limits of their autonomy, create and promote spaces for the effective participation of pupils. The analysis of the instruments of autonomy of the schools investigated reveals that pupil participation is still regarded as an ideal, and has yet to be turned into a real undergoing project. We therefore concluded that schools still center decisions in the teachers, pupil participation being only formal, passive, and ritualized.
publishDate 2010
dc.date.none.fl_str_mv 2010-12-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/28260
10.1590/S1517-97022010000300007
url https://www.revistas.usp.br/ep/article/view/28260
identifier_str_mv 10.1590/S1517-97022010000300007
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/28260/30097
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 36 n. 3 (2010); 747-762
Educação e Pesquisa; Vol. 36 No. 3 (2010); 747-762
Educação e Pesquisa; Vol. 36 Núm. 3 (2010); 747-762
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
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instname_str Universidade de São Paulo (USP)
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institution USP
reponame_str Educação e Pesquisa
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repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
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