<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872024000200204</article-id>
<article-id pub-id-type="doi">10.21814/rpe.27912</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Crenças dos professores face às medidas de intervenção para promover o sucesso escolar: Que relação com a retenção escolar?]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; beliefs regarding interventions to promote school success: What is the relationship with school retention?]]></article-title>
<article-title xml:lang="es"><![CDATA[Creencias de los docentes sobre las intervenciones para promover el éxito escolar: ¿Cuál es la relación con la retención escolar?]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Natalie Nóbrega]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monteiro]]></surname>
<given-names><![CDATA[Vera]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Superior de Psicologia Aplicada - Instituto Universitário Centro de Investigação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>37</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872024000200204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872024000200204&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872024000200204&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Portugal apresenta uma das taxas de retenção escolar mais elevadas na Europa, especialmente no 2.º ano de escolaridade. O uso frequente da retenção sugere que os professores acreditam na sua efetividade apesar dos dados da literatura indicarem que tem efeitos nulos e/ou negativos. O presente estudo procurou compreender as crenças dos professores de 1.º ciclo sobre a efetividade e a dificuldade de implementação de medidas de intervenção utilizadas pelos professores para promover o sucesso escolar no 2.º ano de escolaridade, e como se relacionam com as suas crenças e práticas de retenção escolar. Participaram 273 professores do 1.º ciclo do ensino básico, da Região Autónoma da Madeira, que responderam a um questionário online. Os resultados indicaram que os professores consideram a retenção escolar menos efetiva que outras medidas, mas moderadamente efetiva para a promoção do sucesso escolar. O apoio individualizado e a redução do número de alunos por sala foram consideradas as medidas mais efetivas. Os professores também consideraram a retenção mais fácil de implementar que o acompanhamento familiar e o apoio psicopedagógico. Uma análise de trajetórias indicou que os professores que acreditavam mais na efetividade da retenção e do apoio individualizado e os que consideraram mais difícil a promoção de competências socioemocionais retiveram mais alunos no 2.º ano de escolaridade. Os resultados sugerem a importância do desenvolvimento de estratégias de diferenciação pedagógica, da promoção de competências socioemocionais e do envolvimento da família, que poderão contribuir para reduzir o uso da retenção escolar e promover o sucesso escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Portugal has one of the highest school retention rates in Europe, especially in the 2nd year of schooling. The frequent use of retention suggests that teachers still believe in its effectiveness, despite literature data indicating null and/or negative effects. The present study sought to understand the beliefs of primary teachers about the effectiveness and difficulty of implementing the interventions used to promote school success in the 2nd year of schooling, including grade retention. 273 primary teachers from the Autonomous Region of Madeira participated, who responded to a questionnaire developed to assess their beliefs regarding interventions to promote academic success. The results indicated that teachers consider grade retention to be less effective than other interventions, but still moderately effective in promoting school success. Individualized support and reducing the number of students per classroom were considered the most effective interventions. Teachers also found retention easier to implement than family support and psychopedagogical support. A trajectory analysis indicated that teachers who believed more in the effectiveness of retention and individualized support and those who found it more difficult to promote socio-emotional skills retained more students in the 2nd year of schooling. The results suggest the importance of developing pedagogical differentiation strategies and promoting socio-emotional skills and family involvement, which can contribute to reducing the use of grade retention and promoting school success.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Portugal tiene una de las tasas de retención escolar más altas de Europa, especialmente en el segundo año de escolaridad. El uso frecuente de la retención sugiere que los docentes aún creen en su eficacia, a pesar de que la literatura indica efectos nulos y/o negativos. Este estudio buscó comprender las creencias de los profesores de primaria sobre la eficacia y la dificultad de implementar las intervenciones utilizadas para promover el éxito escolar en el 2.º año de escolaridad, incluyendo la retención escolar. Participaron 273 docentes de primaria de la Región Autónoma de Madeira que respondieron un cuestionario desarrollado evaluar sus creencias sobre las intervenciones para promover el éxito académico. Los resultados indicaron que los maestros consideran que la retención es menos efectiva que otras intervenciones, pero moderadamente efectiva para promover el éxito escolar. El apoyo individualizado y la reducción del número de alumnos por aula fueron consideradas las intervenciones más eficaces. Los docentes también consideran la retención más fácil de implementar que el apoyo familiar y el apoyo psicopedagógico. Un análisis de trayectorias indicó que los docentes que creían más en la efectividad de la retención y del apoyo individualizado y que tenían dificultades en promover habilidades socioemocionales retuvieron más estudiantes en el 2.º año de escolaridad. Los resultados sugieren la importancia de desarrollar estrategias de diferenciación pedagógica y de aprendizaje socioemocional y participación familiar, que podrán contribuir para reducir el uso de la retención escolar y promover el éxito escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Crenças dos professores]]></kwd>
<kwd lng="pt"><![CDATA[Retenção escolar]]></kwd>
<kwd lng="pt"><![CDATA[Promoção do sucesso escolar]]></kwd>
<kwd lng="pt"><![CDATA[1.º Ciclo do Ensino Básico.]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; beliefs]]></kwd>
<kwd lng="en"><![CDATA[Grade retention]]></kwd>
<kwd lng="en"><![CDATA[Promoting school success]]></kwd>
<kwd lng="en"><![CDATA[Primary education.]]></kwd>
<kwd lng="es"><![CDATA[Creencias de los profesores]]></kwd>
<kwd lng="es"><![CDATA[Retención escolar]]></kwd>
<kwd lng="es"><![CDATA[Promoción del éxito escolar]]></kwd>
<kwd lng="es"><![CDATA[Educación primaria.]]></kwd>
</kwd-group>
</article-meta>
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