01-06-2005
30-06-2008
The dilemmas and challenges facing public schools for the development and deepening of democracy - particularly with regard to the continuation of studies for all in compulsory education and their greater participation in the school community - are instantaneous. Public schools are increasingly attended by communities with specific cultures: cultures of different ethnic origins, of different social backgrounds, of groups with different life experiences in terms of gender relations. How can schools become spaces for greater and better participation and find ways to prevent school drop-out and exclusion, when they are faced with a diversity of expectations, backgrounds and experiences of the students who attend? \nIn this complex network of interrelationships and diverse processes, it is important to know the perspectives of young people and children involved in educational processes in schools. What experiences have they had? What paths have they travelled and will they travel? What knowledge is most relevant from their point of view? What crossings can we find in the ethnic, social class and gender diversity present in the various perspectives? How do they position themselves in the face of their educational experiences? What knowledge and reflection for reformulating school practices can the production of collective and individual biographies give us? How can reflection based on knowledge shared from these perspectives relate to the construction of new practices and new professional knowledge?\nThis project, by proposing to theoretically and empirically consider the construction of biographical journeys of social, ethnic and gender diversity in schools and communities, seeks to focus on both schools and communities as heterogeneous realities. It will be carried out in basic education and recurrent education schools and in communities and neighbourhoods on the outskirts of Greater Porto and in the north of the country, where there are some of the highest drop-out rates (particularly in the Tâmega and Douro regions, as shown by recent studies (cf. Rosa and Martins 2003, Canavarro et al 2004; Sarmento et al 2000).
PIV – Inclusion Policies and Voices: Diversity, Gender and Intersectionality
FCT - Fundação para a Ciência e para a Tecnologia
POCI/CED/57938/2004
Direcção Geral dos Assuntos Consulares e Comunidades Portuguesas
CIIE/ Faculdade de Psicologia e Ciências da Educação da Universidade do Porto - FPCEUP