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Autonomia e flexibilidade curricular, um rumo
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Abstract(s)
O presente estudo de caso pretendeu questionar se os professores se assumiam como
pilares fundamentais na apropriação do processo de autonomia e flexibilidade curricular,
resultante do Decreto-Lei n.º 55/2018 de 6 de julho. O estudo incidiu numa escola básica do 2.º
e 3.º ciclos da Região Autónoma da Madeira e estruturou-se, do ponto de vista metodológico,
como um estudo de caso de natureza qualitativa que encontrou nas entrevistas semiestruturadas,
nos inquéritos por questionário, na observação direta e no respetivo diário de campo, as técnicas
de recolha de dados essenciais à compreensão desta temática.
O estudo teve como sujeitos de investigação vinte cinco professores que se encontram
a exercer a sua prática pedagógica desde o ano letivo de 2018/2019, alicerçada nos princípios
orientadores do referido decreto-lei sobre a conceção, operacionalização e avaliação das
aprendizagens do currículo, bem como as lideranças da escola, mais especificamente, os
presidentes dos conselhos da comunidade educativa, do executivo e do pedagógico, como um
coordenador de ciclo e três diretores de turma.
Os dados recolhidos foram analisados através da técnica da análise de conteúdo, bem
como da sua triangulação, o que nos permitiu afirmar, que os professores se assumem como
elementos chave do processo de autonomia e flexibilidade curricular, numa cultura de escola
que deve premiar as lideranças partilhadas, a motivação, o envolvimento e a participação da
comunidade educativa, numa imagem organizacional de escola, que se assume pelo seu projeto
educativo, como um espaço democrático e assente num trabalho colaborativo em prol do Perfil
dos Alunos à Saída da Escolaridade Obrigatória (PASEO).
The present case study aimed to question whether the teachers assumed themselves as fundamental pillars in the appropriation of the process of autonomy and curricular flexibility, resulting from Decree-Law No 55/2018 of July 6. The study focused on a middle school in the Madeira Autonomous Region (key stages 2 and 3) and it was structured, from a methodological point of view, as a qualitative case study that was found in semi-structured interviews, in questionnaire surveys, in the direct observation and in the respective field diary, the data collection techniques essential to understanding this theme. The study had as research subjects twenty-five teachers who are performing their pedagogical practice since the school year 2018/2019, based on the guiding principles of the aforementioned decree-law on the design, operationalization and evaluation of curriculum learning, as well as school leaderships, more specifically, the chairmen of the educational community, executive and pedagogical councils, a key stage coordinator and three class directors. The data collected has been analysed through the technique of content analysis and its triangulation, which allowed us to state, that teachers assume themselves as key elements of the process of autonomy and curricular flexibility, in a school culture that should reward shared leadership, motivation, involvement and participation of the educational community, in a school organizational image, that is assumed by its educational project, as a democratic space and based on a collaborative work in favour of the Profile of Students Leaving Compulsory Education (PASEO).
The present case study aimed to question whether the teachers assumed themselves as fundamental pillars in the appropriation of the process of autonomy and curricular flexibility, resulting from Decree-Law No 55/2018 of July 6. The study focused on a middle school in the Madeira Autonomous Region (key stages 2 and 3) and it was structured, from a methodological point of view, as a qualitative case study that was found in semi-structured interviews, in questionnaire surveys, in the direct observation and in the respective field diary, the data collection techniques essential to understanding this theme. The study had as research subjects twenty-five teachers who are performing their pedagogical practice since the school year 2018/2019, based on the guiding principles of the aforementioned decree-law on the design, operationalization and evaluation of curriculum learning, as well as school leaderships, more specifically, the chairmen of the educational community, executive and pedagogical councils, a key stage coordinator and three class directors. The data collected has been analysed through the technique of content analysis and its triangulation, which allowed us to state, that teachers assume themselves as key elements of the process of autonomy and curricular flexibility, in a school culture that should reward shared leadership, motivation, involvement and participation of the educational community, in a school organizational image, that is assumed by its educational project, as a democratic space and based on a collaborative work in favour of the Profile of Students Leaving Compulsory Education (PASEO).
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Keywords
Autonomia e flexibilidade curricular Administração educacional Lideranças Professores Aluno Estudo de caso Autonomy and curricular flexibility Educational administration Leadership Teachers Student Case study Ciências da Educação - Administração Educacional . Faculdade de Ciências Sociais