emergência e evolução da educação compensatória na teoria e na prática

Ferraz, Hélder; Neves, Tiago; Nata, Gil

doi:10.34626/esc.vi52.76

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The Programme Educational Territories of Priority Intervention (TEIP) was established in 1996 by Normative Dispatch no. 147-B/ME/96, with the intention of overcoming school failure and promoting equal access to education for children and young people in schools characterised by vulnerable geographical locations at different levels-social, cultural, economic, and family (Barbieri 2003;Ferreira and Teixeira 2010)-through the implementation of positive discrimination measures under the influence of the Francophone policy of Zones d'Éducation Prioritaire (ZEP), the compensatory education programmes of the United States of America, and, in the same vein, British research from the late 1960s (Ferreira and Teixeira 2010;Ferraz et al 2018). The TEIP I Programme ended in 1999 and was reformulated in 2006 through Normative Dispatch no.…”

Section: Student Grouping Practicesmentioning

confidence: 99%

Student Grouping: Investigating a Socio-Educational Practice in a Public School in Portugal

Loureiro,

Rodrigues

2024

Social Sciences

View full text Add to dashboard Cite

Social inclusion of children and young people and the curbing of school failure, dropout, and early school leaving is are central concerns of the European educational policy and are seen as means to prevent unemployment, poverty, and social exclusion. In Portugal, as in other European countries, to address this issue, several programs have been designed and developed. This article aims to investigate how teachers, technicians, and parents involved in a socio-educational practice of student grouping envisage processes that contribute to overcoming school failure, dropout, and early school leaving. This qualitative case study took place in a Portuguese municipality within a school-based nationwide intervention programme. From the voices of the educational agents consulted, some vectors of institutional, dispositional, and situational dimensions were identified that contribute to overcoming ‘barriers to access and participation in education’, which promote some changes among students at an individual level. The research findings highlight processes, factors, and logics of action that allow teachers to work closely with their students and tailor the pace and curriculum contents to their needs, thereby enhancing students’ academic performance.

show abstract

Section: Student Grouping Practicesmentioning

confidence: 99%