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Ensino Secundário Profissional: motivações e espectativas - um estudo com alunos de escolas profissionais privadas em Portugal
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Em 1989, foram criadas as primeiras escolas profissionais em Portugal, de iniciativa privada e apoiadas pelo Estado e pela União Europeia, num modelo que se mantém com poucas alterações desde a sua criação até os dias atuais. No contexto da integração de Portugal à Comunidade Europeia, a criação desse subsistema educativo representou uma modernização da educação portuguesa ao acelerar a oferta de formação profissional a nível intermédio através da implantação de uma rede de escolas profissionais.
Após a expansão desse percurso educativo às escolas secundárias públicas no ano de 2004, o número de alunos matriculados no ensino secundário profissional cresceu significativamente. Entretanto, por mais que as políticas públicas envidem esforços no sentido de conseguir uma maior valorização do ensino secundário profissional, este ainda parece lutar com o estigma de ser um ensino de “segunda linha”, em geral indicado para alunos que não revelam maiores aptidões para os estudos, carentes de interesses académicos, o que contraria frontalmente as diretrizes de organizações internacionais (OCDE, UNESCO), incentivadoras dessa modalidade de ensino como potencial impulsionador de desenvolvimento humano, social e econômico.
Sob essas perspectivas e ciente de que a maioria dos estudos académicos disponíveis têm como referencial prioritário as escolas secundárias profissionais públicas, apesar do sistema de ensino privado representar 40% do total de matrículas nos cursos profissionais, o presente estudo optou por dar voz aos alunos das escolas profissionais privadas com o objetivo de compreender qual a percepção que os jovens têm em relação ao ensino secundário profissional, quais as motivações que os levaram a optar por seguir esse percurso educativo, bem como dar a conhecer as expectativas que possuem com os cursos profissionais escolhidos.
Para esse fim, elaborou-se um questionário que foi respondido por 771 alunos de vinte e cinco escolas a nível continental, dividido em seis seções: caracterização individual, contexto percurso escolar, motivações, percepções/satisfações pessoais e expectativas futuras.
Concomitantemente, o estudo apresenta uma segunda linha de análise com foco na evolução da oferta formativa de cursos profissionais, tanto a nível de ensino público como privado, por ser um tema correlato ao tema principal. Nesse sentido, a análise foi realizada tomando por base documentos oficiais relativos à evolução dessa oferta (fontes: MEC, ANQEP, CSQ, DGEstE, INFOESCOLAS, PORDATA) objetivando conhecer sua composição e distribuição a nível nacional ao longo dos últimos anos.
Os resultados encontrados apontam para algum avanço existente no sentido de debelar a imagem negativa historicamente atrelada ao ensino secundário profissional. Corroboram essa sugestão mudanças discretas que começam a ser percebidas no perfil do aluno que tem optado por esse percurso educativo, assim como as suas motivações e expectativas, pelo menos no que tange às escolas do sistema privado de ensino.
Em relação à oferta formativa, a investigação parece confirmar a existência de uma forte concentração de cursos profissionais em poucos áreas de estudo e em determinadas regiões a nível continental, o que pode estar representando um fator condicionante às opções dos jovens, ao limitar o acesso deles a determinadas áreas de formação, além de ser um potencial promotor de desigualdades sociais, se não for realizada tendo em vista uma maior equidade entre as regiões.
In 1989, the first professional schools in Portugal were created, by private initiative and supported by the State and the European Union, in a model that remains with few changes since its creation until the present day. In the context of Portugal's integration into the European Community, the creation of this educational subsystem represented a modernization of Portuguese education by accelerating the offer of vocational training at an intermediate level through the implementation of a network of professional schools. After the expansion of this educational path to public secondary schools in 2004, the number of students enrolled in vocational secondary education grew significantly. However, as much as public policies make efforts to achieve a greater appreciation of vocational secondary education, it still seems to struggle with the stigma of being a “second-line” education, generally indicated for students who do not show greater aptitudes for teaching studies, devoid of academic interests, which directly contradicts the guidelines of international organizations (OECD, UNESCO), encouraging this type of education as a potential driver of human, social and economic development. Under these perspectives and aware that most of the available academic studies have public professional secondary schools as a priority reference, despite the fact that the private education system represents 40% of the total number of enrollments in professional courses, the present study opted to give voice to students from private professional schools with the objective of understanding the perception that young people have in relation to secondary vocational education, what are the motivations that led them to choose to follow this educational path, as well as to make known the expectations they have with the chosen professional courses . To this end, a questionnaire was prepared and answered by 771 students from twenty-five schools across the continent, divided into six sections: individual characterization, family context, school career, motivations, personal perceptions/satisfaction and future expectations. Concomitantly, the study presents a second line of analysis focused on the evolution of the professional education offer, both in public and private education, as it is a theme related to the main theme. In this sense, the analysis was carried out based on official documents related to the evolution of this offer (sources: MEC, ANQEP, CSQ, DGEstE, INFOESCOLAS, PORDATA) aiming to know its composition and distribution at national level over the last few years. The results found point to some advances in the sense of overcoming the negative image historically linked to vocational secondary education. This suggestion is supported by discreet changes that are beginning to be perceived in the profile of students who have opted for this educational path, as well as their motivations and expectations, at least with regard to schools in the private education system. Regarding the professional education offer, the investigation points to the confirmation of the existence of a strong concentration of professional courses was found in a few areas of study and in certain regions at a continental level, which may be representing a conditioning factor for young people's options, by limiting their access to certain areas of training, in addition to being a potential promoter of social inequalities, if it is not carried out with a view to greater equity between regions.
In 1989, the first professional schools in Portugal were created, by private initiative and supported by the State and the European Union, in a model that remains with few changes since its creation until the present day. In the context of Portugal's integration into the European Community, the creation of this educational subsystem represented a modernization of Portuguese education by accelerating the offer of vocational training at an intermediate level through the implementation of a network of professional schools. After the expansion of this educational path to public secondary schools in 2004, the number of students enrolled in vocational secondary education grew significantly. However, as much as public policies make efforts to achieve a greater appreciation of vocational secondary education, it still seems to struggle with the stigma of being a “second-line” education, generally indicated for students who do not show greater aptitudes for teaching studies, devoid of academic interests, which directly contradicts the guidelines of international organizations (OECD, UNESCO), encouraging this type of education as a potential driver of human, social and economic development. Under these perspectives and aware that most of the available academic studies have public professional secondary schools as a priority reference, despite the fact that the private education system represents 40% of the total number of enrollments in professional courses, the present study opted to give voice to students from private professional schools with the objective of understanding the perception that young people have in relation to secondary vocational education, what are the motivations that led them to choose to follow this educational path, as well as to make known the expectations they have with the chosen professional courses . To this end, a questionnaire was prepared and answered by 771 students from twenty-five schools across the continent, divided into six sections: individual characterization, family context, school career, motivations, personal perceptions/satisfaction and future expectations. Concomitantly, the study presents a second line of analysis focused on the evolution of the professional education offer, both in public and private education, as it is a theme related to the main theme. In this sense, the analysis was carried out based on official documents related to the evolution of this offer (sources: MEC, ANQEP, CSQ, DGEstE, INFOESCOLAS, PORDATA) aiming to know its composition and distribution at national level over the last few years. The results found point to some advances in the sense of overcoming the negative image historically linked to vocational secondary education. This suggestion is supported by discreet changes that are beginning to be perceived in the profile of students who have opted for this educational path, as well as their motivations and expectations, at least with regard to schools in the private education system. Regarding the professional education offer, the investigation points to the confirmation of the existence of a strong concentration of professional courses was found in a few areas of study and in certain regions at a continental level, which may be representing a conditioning factor for young people's options, by limiting their access to certain areas of training, in addition to being a potential promoter of social inequalities, if it is not carried out with a view to greater equity between regions.
Descrição
Palavras-chave
Ensino secundário profissional Caracterização dos cursos profissionais Oferta formativa Fatores que determinam a escolha do percurso educativo Políticas do ensino profissional Cursos profissionais Motivações Expectativas Trajetória escolar Inserção profissional Mercado de trabalho Vocational education policies Vocational secondary education Professional courses Motivations Expectations School trajectory Professional insertion Professional education offer Job market