School is based and developed under the premise of democratic access and success of every student, determining “the best for all through a single school, a single curriculum, a single time, according to the model of standardization and the implicit acceptance that the success of some generates the failure of others” (Alves e Cabral, 2017a, p.8). In a standardized school, many students grow within it with no sense of belonging and learning. Some of these students will be heard in this study in order to understand and learn how they live and feel school. The purpose is to listen to the "voices" of the students who act as segregated from the matrix and philosophy of the school, trying to integrate their perspectives in the dynamics concerning the improvement of the educational processes for the promotion of school success for all students. Therefore, this study aims to help teachers, deeply committed to educating all students, and specially to help the students who act as if “abandoned” in our schools and try to have their voice heard.The methodology implemented consists in a qualitative study, involving twenty-nine students and two teams of class councils, ten teachers in total.
|Date of Award||19 Sept 2018|
- Universidade Católica Portuguesa
|Supervisor||José Matias Alves (Supervisor)|
- Educational binding/ untying
- Academic sucess/ failure
- Drop out
- Mestrado em Ciências da Educação