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Insucesso escolar: de um problema de indivíduos a um problema de escolas
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Resumo(s)
A ideia de sucesso ou insucesso escolar dos alunos parece estar diretamente relacionada com a escola que estes frequentam. O projeto debruça-se, assim, sobre a classificação de estabelecimentos de ensino em “bons ou maus”. Enquanto hipótese central, considerou-se que os rankings escolares poderiam ser um exemplo relevante da objetificação desta ideia de que existem escolas com mais sucesso comparativamente a outras. Nesse sentido, aproveitando o vigésimo aniversário dos rankings escolares, a investigação concentra-se numa perspetiva cronológica, de modo a investigar como é que o processo de qualificação das escolas segundo uma ordem de grandeza estatística se desenvolveu em Portugal pela primeira vez e como é que este se consolidou no tempo. A investigação apoia-se numa sociologia construtivista que combina uma sociologia bourdiana e uma sociologia pragmática, dando ênfase ao contexto político-mediático em que se desenrolaram as lutas periciais sobre este processo e aos atores sociais que nele interferiram.
The idea of students' academic success or failure seems to be directly related to the school they attend. Thus, this project focuses on the classification of educational institution as "good or bad". As a central hypothesis, it was considered that school rankings could be a relevant example of the objectification of the idea that there are some schools more successful than others. In this sense, taking advantage of the twentieth anniversary of the school rankings, the present research focuses on a chronological perspective, to investigate how the process of qualifying schools according to a statistical indicator developed in Portugal for the first time and how this was consolidated in time. The present investigation is supported by constructivist sociology that combines Bourdain sociology with pragmatic sociology, emphasizing the political-media context in which this conjecture took place and the social agents that interfered.
The idea of students' academic success or failure seems to be directly related to the school they attend. Thus, this project focuses on the classification of educational institution as "good or bad". As a central hypothesis, it was considered that school rankings could be a relevant example of the objectification of the idea that there are some schools more successful than others. In this sense, taking advantage of the twentieth anniversary of the school rankings, the present research focuses on a chronological perspective, to investigate how the process of qualifying schools according to a statistical indicator developed in Portugal for the first time and how this was consolidated in time. The present investigation is supported by constructivist sociology that combines Bourdain sociology with pragmatic sociology, emphasizing the political-media context in which this conjecture took place and the social agents that interfered.
Descrição
Palavras-chave
Portugal Ensino Insucesso escolar Ranking escolas