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Título: | Mapping educational pathways through focus groups: children and young people on the impact of inclusive socio-educational practices |
Outro(s) título(s): | Mapeando itinerarios educativos a través de grupos focales: niños y jóvenes sobre el impacto de prácticas socioeducativas inclusivas |
Autor(es): | Lúcio, Joana Rodrigues, Raquel Rodrigues, Marta de Oliveira |
Palavras-chave: | Socio-educational practices School failure and dropout Mediation Study support Focus groups Prácticas socioeducativas Fracaso y abandono escolar Mediación Apoyo al estudio Grupos de enfoque |
Data: | 23-Nov-2023 |
Editora: | Hipatia Press |
Revista: | Multidisciplinary Journal of Educational Research (REMIE) |
Citação: | Lúcio, J., Rodrigues, R., & de Oliveira Rodrigues, M. (2023). Mapping Educational Pathways through Focus Groups: Children and Young People on the Impact of Inclusive Socio-Educational Practices. Multidisciplinary Journal of Educational Research, 1–22. https://doi.org/10.17583/remie.10457 |
Resumo(s): | As school became a primary instance of socialization and acculturation, and school education
expanded across practically every country in the world, and reached virtually all
children/young people, during an increasingly longer period of the life cycle, school failure and
dropout emerged as cross-cutting educational and sociopolitical issues. Nonetheless, the voices
of the actors engaging in initiatives aimed at overcoming school failure and dropout are seldom
heard. Project EDUPLACES (PTDC/MHC-CED/3775/2014) proposed to do just that, through
interviews, questionnaires and focus groups with parents/families, children/young people,
teachers/other staff and community representatives. This paper explores the outcomes of eight
focus groups involving a total of 57 children/young people, with a particular emphasis on the
discourses emanating from the participants in Mediation and Study Support practices. As we
discuss how initiatives aimed at overcoming school failure and dropout address issues such as
inclusion, participation, learning, empowerment and community development, focus groups
emerge as a relevant tool for navigating the meaning(s) of educational success. A medida que la escuela se convirtió en una instancia primaria de socialización y aculturación, y la educación escolar se expandió prácticamente en todos los países del mundo y llegó prácticamente a todos los niños/jóvenes, durante un período cada vez más largo del ciclo de vida, el fracaso escolar y el abandono escolar surgieron como temas educativos y sociopolíticos transversales. Sin embargo, pocas veces se escuchan las voces de los actores involucrados en iniciativas destinadas a superar el fracaso y abandono escolares. El proyecto EDUPLACES (PTDC/MHC-CED/3775/2014) propuso hacer precisamente eso, a través de entrevistas, cuestionarios y grupos focales con padres/familias, niños/jóvenes, maestros/otro personal y representantes de la comunidad. Este artículo explora los resultados de ocho grupos focales que involucraron un total de 57 niños/jóvenes, con un énfasis particular en los discursos que emanan de los participantes en prácticas de Mediación y Apoyo al Estudio. A medida que discutimos cómo las iniciativas destinadas a superar el fracaso y abandono escolares abordan temas como la inclusión, la participación, el aprendizaje, el empoderamiento y el desarrollo comunitario, los grupos focales emergen como una herramienta relevante para navegar los significados del éxito educativo. |
Tipo: | Artigo |
Descrição: | Online First – First Published on 23th November 2023 |
URI: | https://hdl.handle.net/1822/87389 |
DOI: | 10.17583/remie.10457 |
ISSN: | 2014-2862 |
Versão da editora: | https://hipatiapress.com/hpjournals/index.php/remie/article/view/10457 |
Arbitragem científica: | yes |
Acesso: | Acesso aberto |
Aparece nas coleções: | CIEd - Artigos em revistas científicas internacionais com arbitragem |
Ficheiros deste registo:
Ficheiro | Descrição | Tamanho | Formato | |
---|---|---|---|---|
10457-Accepted Article-44788-2-10-20231123.pdf | Final manuscript_Online First | 597,65 kB | Adobe PDF | Ver/Abrir |
Este trabalho está licenciado sob uma Licença Creative Commons