Pràctiques dialògiques a l’Educació Secundària

Practiques dialogiques a l? educacio secundaria planteja un estudi on s? analitza de quina forma s? ha construit la trajectoria academica i el Jo academic de nois i noies d? un centre d? educacio secundaria, que implementa actuacions educatives d? exit fonamentades en el dialeg igualitari amb tota la comunitat. L? estudi se centra en la comprensio del fracas escolar des d? una dimensio comunitaria. En aquest context recollim les evidencies que mostren com el dialeg igualitari amb tota la comunitat genera un context transformador que incideix en les trajectories educatives i el Jo de l? alumnat d? educacio secundaria i en la transformacio del seu cos de creences quant a les seves competencies academiques i possibilitats de futur. L? estudi s? ha desenvolupat des de la Metodologia Comunicativa, a traves d? una revisio de la literatura cientifica i un treball empiric de naturalesa qualitativa i comunicativa. En la realitzacio del treball empiric s? ha pres com a context un institut d? educacio secundaria que es Comunitat d? Aprenentatge des del curs 2008/2009. L? institut desenvolupa actuacions educatives d? exit fonamentades en la teoria de l? Aprenentatge Dialogic. L? institut es troba situat en un barri amb un nivell socioeconomic baix, i acull alumnat gitano i d? origen immigrant. L? absentisme, l? abandonament prematur i la manca de graduats eren problematiques a les quals s? enfrontaven dia a dia al centre. Davant d? aixo un grup de professorat decideix impulsar el proces de transformacio en Comunitats d? Aprenentatge. Actualment els resultats mostren una reduccio de l? absentisme, l? augment de graduats i alumnes que accedeixen a l? educacio post obligatoria, fins i tot al batxillerat. D? acord amb aquest context, hem recollit dades al camp mitjancant relats comunicatius de vida a alumnat, entrevistes en profunditat a professorat, grup de discussio amb mares i observacions comunicatives. El proces d? analisi ha incorporat totes les veus, tot i que ens hem centrat en les aportacions de l? alumnat de segon cicle de l? ESO per aprofundir en les seves trajectories academiques. D? alguns dels resultats obtinguts destaquem com les actuacions educatives promouen un context d? ajuda mutua, on l? alumnat que mes ho necessita empra la demanda d? ajuda com a mecanisme per afrontar les dificultats i se sent mes capac academicament. L? alumnat que ajuda incrementa la seva valoracio i la seva autoeficacia percebuda, ja que sent que els seus altres significatius els perceben com a bons estudiants. Un dels sistemes de suport que mes ajuda a l? aprenentatge es el discurs on les persones es posicionen des del dialeg igualitari. Hem identificat tres formes en les quals el discurs actua com ajuda: el feedback en el proces d? aprenentatge, l? explicitacio d? expectatives positives i la transmissio de sentit. Aquestes augmenten l? autoeficacia percebuda de l? alumnat en relacio a una tasca i incideixen en el sistema de creences sobre les seves possibilitats de futur. Les tertulies literaries dialogiques i els grups interactius generen un espai solidari cap als seus iguals, incideixen en la seva confianca i en relacio al grup. Aquestes actuacions construeixen un entorn segur per poder ser i reafirmar-se davant dels altres. El voluntariat te impacte en l? increment del seu rendiment academic i promou que l? alumnat s? esforci mes per tal de demostrar la seva millor versio i ser considerat pel voluntari com alumne llest i capac. Els resultats suggereixen la necessitat d? equilibrar la dimensio disciplinar i la pedagogica a secundaria. El context escolar es un espai on l? alumnat elabora qui es avui, pero tambe qui pot arribar a ser dema en interaccio amb els altres significatius. Els resultats de l? estudi ens mostren com les actuacions educatives, mitjancant el dialeg igualitari amb tota la comunitat, transformen el context educatiu, incidint en aquells suports que es donen en aquestes interaccions que influencien i condicionen les trajectories dels nois i les noies. Dialogical practices in secondary education presents a study which examines how teenagers have evolved in academic terms and built their academic self in the context of a secondary education school where successful educational actions, based on an egalitarian dialogue with the community, are implemented. The study has been developed through Communicative Methodology introducing a literature review and empirical work. I have focused on a secondary school which is a Learning Community since 2008/2009. It is situated in a low SES neighbourhood and it takes in Roma and migrant students. Absenteeism, drop out and lack of graduates were some of difficulties of the school. Faced with these problems, the teachers decided to transform the school into a Learning Community. Thanks to this change, nowadays results show less absenteeism, the increase of graduates and the fact that more students access postsecondary education. In this context, I have collected data from communicative daily life stories by students of 4th grade of compulsory secondary education, from in-depth interviews with teachers, as well as from a discussion group with mothers and communicative observations. The analysis process has taken into account all voices, but I have focused on contributions by students on the last years of compulsory secondary education to examine their academic evolution in detail. Results show how successful educational actions promote a context of mutual help where students, who have learning problems, ask for help as an empowering mechanism to face difficulties to improve in their academic performance. On the other hand, those students who help others increase their own self-efficacy perception, because they feel that significant others see them as good students. Speech is one of the keys to support this learning environment in three different ways: as feedback on the learning process, as clarification of positive expectations and as logical rationalization of the whole process. As a result, students? self-efficacy perception in relation to their tasks and the beliefs of future possibilities increase. Dialogical Literacy Gatherings and Interactive groups promote a caring meeting place between peers, which influences confidence in the self and in the group. In addition, the involvement of volunteers in the classroom raises academic achievement and it enables students to do their best in order to show that they are smart and competent in academic issues. Finally, results evidence how educational actions through an egalitarian dialogue with the community transform the educative context, particularly the support given in these interactions which influence and condition teenagers? schooling evolution.