“The holiness of minute particulars”: can the community compensate for the schools’ shortfalls in affection?

References

• Amado, J. (2013). Manual de Investigação Qualitativa em Educação. Imprensa da Universidade de Coimbra.
   Google Scholar
• Antunes, F., & Lúcio, J. (2019). Overcoming barriers: The local and the innovative dimensions of inclusive socio-educational practices. Multidisciplinary Journal of Educational Research, 9(2), 120–143. https://doi.org/https://doi.org/10.17583/remie.2019.4200
   Web of Science ®Google Scholar
• Araújo, H. C., Macedo, E., Santos, S., & Nada, C. (2019). Abandono escolar e ‘abandono escolar precoce’ em foco em dois projetos de pesquisa – O projeto resl.eu e o projeto eduplaces. In F. Antunes (Ed.), Remar contra as desigualdades em educação: Práticas, vozes, percursos (pp. pp. 125–137). Húmus.
   Google Scholar
• Bademci, H. Ö., Sakmar-Balkan, E., Karadayı, E. F., Cefai, C., Alkan, C., & Warfa, N. (2020). Inclusive education and early school leaving in Bulgaria, Italy, Malta, Romania and Turkey comparative study. Pastoral Care in Education, 38(2), 174–186. https://doi.org/https://doi.org/10.1080/02643944.2020.1725907
   Web of Science ®Google Scholar
• Bardin, L. (2011). Content analysis. Edições.
   Google Scholar
• Barrett, L., Beaton, M., Head, G., McAuliffe, L., Moscardini, L., Spratt, J., & Sutherland, M. (2015). Developing inclusive practice in Scotland: The national framework for inclusion. Pastoral Care in Education, 33(3), 180–187. https://doi.org/https://doi.org/10.1080/02643944.2015.1070896
   Web of Science ®Google Scholar
• Benavente, A. (1990). Escola, professoras e processos de mudança. Lisboa: Livros Horizonte.
   Google Scholar
• Bernstein, B. (1996). The structuring of the pedagogical discourse. Class, codes and control. Vozes.
   Google Scholar
• Blake, W. (1820/2000). The selected poems of William Blake. Wordsworth.
   Google Scholar
• Clycq, N., Nouwen, W., & Timmerman, C. (2014). Theoretical and methodogical framework on early school leaving. CeMIS - University of Antwerp. Retrieved April 15, 2019, from CeMIS, University of Antwerp Website: https://www.uantwerpen.be/images/uantwerpen/container23160/files/Project%20Paper%202%20-%20final%20version%20-%2009%2005%202014.pdf
   Google Scholar
• Cortesão, L. (1981). Escola e Sociedade, Que relação? Porto, Afrontamento.
   Google Scholar
• Costa, I., Loureiro, A., Silva, S. M., & Araújo, H. (2013). Perspectives of portuguese municipal education officers on school disengagement. Educação, Sociedade & Culturas, 40, 165–185. https://repositorio-aberto.up.pt/bitstream/10216/72760/2/87370.pdf
   Google Scholar
• Crahay, M. (2013). How can school be fairer and more effective? Cadernos Cenpec. Nova Série, 1(3), 9–40. https://doi.org/http://dx.doi.org/10.18676/cadernoscenpec.v3i1.202
   Google Scholar
• Dale, R. (2010). Early school leaving: Lessons from research for policy makers: NESSE report. Retrieved 17 April 2019 from Nesse.
   Google Scholar
• De Witte, K., Cabus, S., Thyssen, G., Groot, W., & Brink, H. R. (2013). A critical review of the literatures on school dropout. Educational Research Review, 10, 13–28. https://doi.org/https://doi.org/10.1016/j.edurev.2013.05.002
   Web of Science ®Google Scholar
• Ekstrom, R. B. (1972). Barriers to women’s participation in post-secondary education: A review of the literature. Educational Testing Service.
   Google Scholar
• European Commission. (2013). Reducing early school leaving: Key messages and policy support - Final Report of the Thematic Working Group on Early School Leaving. Author.
   Google Scholar
• European Commission. (2015). Education and training 2020: Education policy - An integrated school approach to preventing dropout. Recommendations on educational policy. Author.
   Google Scholar
• European Commission/ EACEA/ Eurydice/ Cedefop. (2014). Tackling Early Leaving from Education and Training in Europe: Strategies, Policies and Measures. ON: Publications Office of the European Union, Eurydice and Cedefop Report.
   Google Scholar
• Eurostat. (2019). Early leavers from education and training. Statistics Explained. Retrieved 30 May, 2019. fromhttps://ec.europa.eu/eurostat/statistics-explained/pdfscache/1150.pdf
   Google Scholar
• Foucault, M. (1975). Discipline and punish. The birth of the prison. Vintage.
   Google Scholar
• Freire, P. (1980). Conscientização. Teoria e Prática da Libertação. Uma Introdução ao Pensamento de Paulo Freire. Moraes.
   Google Scholar
• Greenbaum, T. (1998). The handbook for focus group research. Sage Publications.
   Google Scholar
• Krippendorf, K. (2003). Content analysis: An introduction to its methodology. Beverly Hills: Sage Publications.
   Google Scholar
• Law, B. (1993). Understanding careers work. The Career Development Quarterly, 41(4), 297–313. https://doi.org/https://doi.org/10.1002/j.2161-0045.1993.tb00403.x
   Web of Science ®Google Scholar
• Macedo, E., Araújo, H., Magalhães, A., & Rocha, C. (2015). La construcción del abandono temprano de la escuela como concepto político: Un análisis en la sociología de la educación. Profesorado. Revista De Currículum Y Formación De Profesorado, 19(3), 28–42. https://recyt.fecyt.es/index.php/profesorado/article/view/43621
   Google Scholar
• Miguel, R., Rijo, D., & Lima, L. (2012). Fatores de risco para o insucesso escolar: A relevância das variáveis psicológicas e comportamentais do aluno. Revista Portuguesa De Pedagogia, 46(1), 127–143. https://doi.org/https://doi.org/10.14195/1647-8614_46-1_7
   Google Scholar
• Moulaert, F., MacCallum, D., Mehmood, A., & Hamdouch, A. (2013). General introduction: The return of social innovation as a scientific concept and a social practice. In F. Moulaert, D. MacCallum, A. Mehmood, & A. Hamdouch (Eds.), The international handbook on social innovation: Collective action, social learning and transdisciplinary research (pp. pp. 1–6). Edward Elgar Publishing.
   Google Scholar
• Nouwen, W., Praag, L. V., Caudenberg, R. V., Clycq, N., & Timmerman, C. (2016). School-based prevention and intervention measures and alternative learning approaches to reduce early school leaving. Retrieved April 15 2019 from CeMIS.
   Google Scholar
• OECD. (2009). Creatingeffectiveteaching andlearningenvironments: First resultsfromtalis. Paris: OECD PUBLICATIONS. ISBN: 978-92-64-05605–3
   Google Scholar
• Perrenoud, P. (2000). Differentiated pedagogy, from intentions to action. Artmed.
   Google Scholar
• RodRodrigues, R., Amorim, J. P., Menezes, I., & Neves, T. (2019). Processos que superam barreiras em educação: Vozes e debates. In F. Antunes (Ed.), Remar contra as desigualdades em educação: Práticas, vozes, percursos (pp. 53–67). Húmus.
   Google Scholar
• Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the Classroom. Holt, Rinehart and Winston.
   Google Scholar
• Rumberger, R. W. (2004). Why students drop out of school and what can be done. In G. Ofield (Ed.), Dropouts in America: Confronting the graduation rate crisis (pp. 131–155). Harvard University Press.
   Google Scholar
• Ryan, W. (1971). Blaming the victim. Vintage.
   Google Scholar
• Tomaszewska-Pękała, H., Marchlik, P., & Wrona, A. (2017). Finding inspiring practices on how to prevent ESL and school disengagement. Lessons from the educational trajectories of youth at risk from nine EU countries. Faculty of Education, University of Warsaw. Retrieved April 15, 2019, from University of Antwerp Web site: https://www.uantwerpen.be/en/projects/resl-eu/deliverables/resl-eu-publications/
   Google Scholar