A meritocracia escolar no 1º ciclo

: interpelações às aprendizagens, bem-estar e justiça

Abstract

Today’s society is perpetually searching for better and the best. Schools, as ecosystems of society, also present a dynamism where merit is valued and rewarded. Private education further encourages this culture of meritocracy. However, where there are those who are recognised for their excellence, there are also those who are ‘overlooked’ according to the predefined standards of merit. Salesian pedagogy considers that "Education is a matter of the heart" and advocates for a holistic educational approach that goes beyond the transmission of academic knowledge that results in an affective relationships between teachers and learners. The present study aimed to examine, from the early stages of formal education, whether a culture of merit promotes more and better learning for all students, and whether it also impacts perceptions of well-being and fairness. The research was conducted within a specific context—namely, a large private school consistently ranked among the top ten secondary schools nationally—and focused on a defined age group (students in Year 3 and Year 4). Besides the students’ perspectives of the honour rolls, this present study also questioned their parents’ perceptions since they are an important element in this process. Recognising the pivotal role of teachers, their insights were equally explored. The study further sought to evaluate how this practice aligns with the Salesian Educational Proposal. This intrinsic case study employed both a qualitative and quantitative approach. Focus groups involving pupils and teachers permitted the collection of qualitative data, while quantitative data were collected via questionnaires administered to both pupils and their parents. Data collection occurred during the third term of the 2023–24 academic year and involved 176 pupils (88 from Year 3 and 88 from Year 4), along with their respective parents and teachers. Mirroring society, the findings demonstrate that meritocratic culture divides people: while many participants valued it—often as beneficiaries of the system—others expressed significant criticism regarding its consequences. Measures that can mitigate the negative implications of merit-based culture, especially in the areas of pedagogy, teacher-pupil relationships, and assessment practices, with particular reference to the Salesian school in which the study was carried out, are proposed. This dissertation is composed of two volumes, the dissertation itself and a second volume with the appendices.

Date of Award	17 Jun 2025
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	José Matias Alves (Supervisor)