O cronómetro escolar

: práticas eficazes : aprendizagens felizes

Abstract

One can state, in general, that it is a concern for teachers and tutors or parents the quality of time our children and youngsters spend at school. One know that learning is a construction in a time line, a long and sequential one, and that everyone relies on that path: the state, the family, the student. In this context one could expect that learning is a natural successful act, and that children and youngsters can appreciate, enjoy and invest in that act. Results, however, show that there are failures along the way, which stipulate the quality of learning and the results themselves, previously mentioned. This way, one intend to verify how the teachers’ practising is determinant for the success and well-being of students, after twelve years of compulsory school attendance, without forgetting the beginning at pre-school, and what remains doing in order to make students assume dynamic roles in the happy construction of their learning process, though one’s study target only comprehends the first nine years, due to the type of school where the study/investigation took place. Results should led us – all educational agents/actors – to wonder about the intimate relationship between efficient practicing and well-succeeded/happy learning, no matter if the efficiency of practicing can be spontaneous, adapted or fruit of consistent and fully assumed self-assessment.

Date of Award	2015
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	José Afonso Baptista (Supervisor)