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Participação Estudantil (Sem Fronteiras)? Percepções, Potencialidades e Obstáculos em Contexto de Ensino Superior
Abstract
Apesar de um discurso generalizado em torno da importância estratégica da participação dos estudantes na boa gestão das instituições de ensino superior como forma de fomentar a inclusão e superar desigualdades, a prática encontra-se muito aquém dos padrões desejados. Este artigo apresenta resultados preliminares de uma inquirição a estudantes universitários sobre participação estudantil no âmbito de um projeto transnacional e interuniversitário em que a Universidade de Évora é instituição parceira. O projeto STUPS-Participação Estudantil Sem Fronteiras tem como objetivo geral estabelecer as bases de uma rede europeia focada no desenvolvimento de novas práticas para promover a participação estudantil em contexto de ensino superior. Neste texto são exploradas as perceções, nomeadamente as vantagens e obstáculos identificados por estudantes universitários através de um questionário eletrónico aplicado na Universidade de Évora em 2020. No final, espera-se que os resultados obtidos possibilitem a identificação de dimensões chave que permitam refletir de uma forma ampla e sustentada sobre os diversos desafios que se colocam neste domínio e, ao mesmo tempo, fundamentar sugestões de mudança nos processos de funcionamento democrático das instituições de ensino superior tendo em vista o aumento da participação de categorias de estudantes sub-representados e desfavorecidos nos processos de tomada de decisão.
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Este ensaio apresenta perspectivas para a incorporação do conceito de student engagement no repertório teórico dos estudos sobre educação superior no Brasil. Discutindo as raízes do termo, propõe que seja traduzido como engajamento estudantil, em referência à tradição dos estudos latino-americanos sobre o estudante universitário e seus movimentos políticos. Revisa a literatura da corrente norte-americana e europeia sobre o student engagement, bem como as obras seminais latino-americanas que tratam do “estudante engajado” desde a Reforma de Córdoba. Apresenta as ideias de participação e inovação pedagógica como possíveis caminhos de desenvolvimento conceitual e prático do conceito de engajamento estudantil. Explora as relações entre essas noções e a realidade brasileira. Ressalta a formação política para a participação cidadã como componente fundamental do engajamento estudantil, considerando que a constituição do estudante como sujeito político é decisiva para o futuro da educação superior.
The aim of this article is to explore student participation in teaching and learning, focusing on third-year students’ experiences in a Swedish teacher education programme. Student participation is here defined as students being active and engaged in the classroom; students impacting on curriculum design; and students’ feeling of belonging to a community. The research reported is based on an interview study and analyses processes, benefits and challenges of, as well as motivations for, student participation. The findings revealed that students have diverse understandings of student participation and that the degree of participation is dependent on students’ and teachers’ engagement, expectations and responsibility. Student teachers also connected student participation to their learning and future profession as teachers. The students mainly discussed intrinsic motivations (beneficial to learning) for student participation, but there were also traces of altruistic motivations (learning citizenship). Extrinsic motivations (university benefits), however, were absent. Voices of resistance to student participation were also present; these students preferred a more teacher-led education and were not used to a high degree of participation. Students’ understandings of student participation challenge teacher–student roles in teacher education specifically, but also in higher education generally. It is important to acknowledge students’ diverse understandings of student participation. Overall, based on students’ experiences, student participation creates engagement and motivation for learning here and now and for the future profession. The study indicates that student participation has an inherent value beyond benefitting measurable outcomes, where democratic values, engagement and learning for the future profession are promoted.
Student belonging and engagement has received increased attention in the context of an expanding and more diverse higher education student population. Student retention is regarded as a priority with many universities augmenting their retention strategies to instil a sense of belonging. This article provides insights into first year Business Management students’ experiences of starting their degrees and retention interventions at a university in the South of England. It is based on findings from an ongoing study that applied Wenger’s social theory of learning and adopted an appreciative inquiry approach to focus group interviewing to investigate students’ perceptions. Students developed a sense of belonging, constructed learner identities, made sense of their learning and gained confidence, but also experienced instances of tension and frustration that raise
questions about the extent to which sociality practices within evolving communities of practice can address diverse engagement and identity development needs and mitigate disengagement.
Purpose
The purpose of this paper is to highlight the urgent need for a genuinely effective and attainable citizenship education model in Hong Kong’s schools, which focusses on promoting student participation in school governance. It is an empirical citizenship education management model for school leaders that illustrates the predictive effects of personally responsible, participatory, justice-oriented and patriotic citizenship, necessarily supported by school management practices, school ethos and teacher beliefs.
Design/methodology/approach
A total of 3,209 students from 51 secondary schools in Hong Kong participated in a quasi-experimental design questionnaire survey. A structural equation model (SEM) was applied to confirm the model.
Findings
The results of the SEM show that the values and cultural practices held by a school’s teachers drive the implementation of its citizenship education. Moreover, it is well known that organizational values can exert a powerful influence and it is the same within educational structures: management practices in schools have an impact on ethos, teachers’ beliefs and student participation in school governance.
Practical implications
The paper provides practical proposals for school leaders to create opportunities for student participation in school governance.
Originality/value
This study builds on existing literature and provides school leaders with a practical model for implementing student participation in school governance.
Purpose
The purpose of this paper is to examine the relationships between the civic mission of schools and students on participation in school governance through an empirical study. It articulates the importance of school mission on nurturing citizenship of high school students.
Design/methodology/approach
The research used a mixed method with questionnaire survey in the first phase and qualitative interviews in the second phase. Quantitative data were obtained from a survey completed by 3,209 students and 495 teachers (including principals) from 51 secondary schools in Hong Kong. Qualitative data were collected from 41 individual interviews with principals and teachers and 17 focus group interviews with 56 students in five case study schools.
Findings
Both students and teachers believed that good citizenship qualities should include students’ participation in school governance. Schools in general took up the civic mission to nurture good and participatory citizens. A mission of nurturing students to become good and participatory citizens made a significant and positive contribution toward achieving students’ actual participation in school governance. However, students’ actual impact on major school policies was minimal. A paradox existed whereby students, knowing their influence over managerial issues was much circumscribed, still gave it a higher rating than their teachers.
Originality/value
The paper contributes an empirical model for school leaders to develop school vision for promoting student participation in school governance. Based on a large-scale research supported by public funding, the paper contributes an empirical model for school leaders to develop school vision for promoting student participation in school governance. It further adds to the literature on relationship between citizenship education, civic mission of school and student participation in governance.
This edited volume presents findings from a major cross-European research project mapping the civic and political engagement of young Europeans in the context of both shared and diverse political heritages. Drawing on new survey, interview and ethnographic data, the authors discuss substantive issues relating to young people’s attitudes and activism including: attitudes to the European Union and to history; understanding of political ideologies; how attitudes to democracy are shaped by political heritage; activism in radical right wing groups and religion-based organisations; and digital activism.
These contributions make the book’s case that transnational and multi-method projects can enrich our understanding of how young people envisage their place and role in Europe’s political and civic space. The book challenges methodological assumptions that survey research shows the big picture but at the cost of local nuance or that qualitative research cannot speak beyond the individual case, and demonstrates the added explanatory value of triangulating different kinds of data.
Understanding Youth Participation Across Europe will be of interest to students and scholars across a range of disciplines, including Sociology, Political Sociology, Youth Studies and Political and Civic Participation.
This article aims at analysing and discussing student participation in Portuguese higher education institutions and, specifically, in university governance. In a first moment, it describes this participation under both the previous (1988–2007) and the new legal frameworks (since 2007). A discussion of the changes introduced by this last framework and the extent to which it has contributed to the erosion of student participation in governance is undertaken. Next, the article deals with the ways students are involved in quality assessment at both its systemic and institutional levels. The case of a specific Portuguese university is used as an example of how this involvement takes place. The article concludes with a discussion on the main features of Portuguese student participation in governance, focusing on its effectiveness and suggesting measures for improvement.
The role and contribution of students to the governance of university departments is a relatively neglected area of inquiry. This study investigated the factors which student representatives perceived to help or hinder their effectiveness as student members of departmental committees. Twenty students from a range of disciplines were interviewed about their experiences in the student representative role. Students reported complex motivations and conceptions of the representative role and were particularly sensitive to the perceptions and expectations of academic staff. Role ambiguity was the greatest challenge reported by student representatives, and the overall effectiveness of the role was perceived to be reliant on the willingness and ability of academic managers and staff to engage in constructive dialogue with students. It is argued that universities need to adopt a more proactive approach to the development and support of student leaders and representatives. Yes Yes
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