ABSTRACT

In line with the European Union recommendations, Portugal has developed several programs and policies aimed at preventing and reducing school failure and school dropout. This paper focuses on a community intervention project on the social and educational inclusion of children and young people from social housing estates. A ‘School Support’ practice, consisting of individual and group academic tutoring with basic education students, is presented and discussed. The data collected through a semi-structured interview and two focus groups with parents and socio-educational professionals, enabled us to understand how the School Support Practice is defined and perceived by these actors. The educational, social and individual expectations that the staff and the parents have regarding these students, as well as and the institutional, situational and dispositional barriers that the students have to face in their daily school and social lives were also identified. The research findings highlight, on the one hand, problems such as a fragile relationship between school, children and young people, the poor appreciation of the school by parents, and the low expectations of young people in relation to their academic pathway and school performance. On the other hand, the perspectives of both professionals and parents show that the Project provides some ‘holy minute particulars’, such as love and positive expectations towards students, that the schools could also provide, as these ‘minute particulars’ can make the difference.

摘要

根据欧盟的建议，葡萄牙制定了几项旨在预防和减少学业失败和辍学的计划和政策。本文重点关注社会住宅区儿童和青少年的社会和教育包容性社区干预项目。介绍和讨论了一种“学校支持”实践，包括对基础教育学生的个人和团体学术辅导。通过半结构化访谈和与家长和社会教育专业人士的两个焦点小组收集的数据使我们能够了解这些参与者如何定义和感知学校支持实践。教职员工和家长对这些学生以及机构的教育、社会和个人期望，还确定了学生在日常学校和社会生活中必须面对的情境和性格障碍。研究结果一方面突出了学校、儿童和青少年之间关系脆弱、父母对学校的评价不高以及青少年对他们的学业途径和学校表现的低期望等问题。另一方面，专业人士和家长的观点表明，该项目提供了一些学校也可以提供的“细节”，例如对学生的爱和积极的期望，因为这些“细节”可以发挥作用. 学校、儿童和青少年之间的关系脆弱、家长对学校的评价不高，以及青少年对他们的学业途径和学校表现的期望不高等问题。另一方面，专业人士和家长的观点表明，该项目提供了一些学校也可以提供的“细节”，例如对学生的爱和积极的期望，因为这些“细节”可以发挥作用. 学校、儿童和青少年之间的关系脆弱、家长对学校的评价不高，以及青少年对他们的学业途径和学校表现的期望不高等问题。另一方面，专业人士和家长的观点表明，该项目提供了一些学校也可以提供的“细节”，例如对学生的爱和积极的期望，因为这些“细节”可以发挥作用.