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Autonomia e flexibilidade curricular como instrumentos gestionários. O caso de Portugal
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Abstract(s)
As políticas curriculares portuguesas inspiram-se no discurso das políticas internacionais
que recomendam às escolas maior autonomia. Em Portugal, implementaram-se, a partir
de 2017, medidas em torno da autonomia e flexibilidade curricular. Neste artigo procura mos compreender o quadro jurídico-normativo da Autonomia e Flexibilidade Curricular
(AFC), patente nas orientações educativas do Perfil dos Alunos à Saída da Escolaridade
Obrigatória, do Currículo dos Ensinos Básicos e Secundário, das Aprendizagens Essen ciais, da Estratégia Nacional de Educação para a Cidadania, da Educação Inclusiva e do
Programa Nacional de Promoção do Sucesso Escolar. Procedemos a um estudo explorató rio, de natureza qualitativa, assente numa abordagem descritiva e interpretativa, centrado
num estudo de caso único – a dimensão normativa da AFC em Portugal. Utiliza-se como
técnica de recolha de dados a análise documental e como técnicas de análise e tratamento
dos dados a análise de conteúdo e a triangulação dos normativos referenciados. Ao ní vel das intenções declaradas na narrativa da política educativa, preconizam-se medidas
inovadoras nos domínios curricular e pedagógico, com vista à melhoria e qualidade do
ensino e das aprendizagens, invocando no entender dos autores a necessidade de apro fundar processos substantivos da autonomia das escolas num modelo de administração
educacional que em Portugal se mantém centralizado e desconcentrado.
Portuguese curriculum policies are inspired by the discourse of international policies that recommend schools greater autonomy. In Portugal, since 2017, measures have been imple mented around curriculum autonomy and flexibility. In this article, we seek to understand the legal-normative framework of Curricular Autonomy and Flexibility (AFC), evident in the educational guidelines of the Students' Profile by the End of Compulsory Schooling, the Basic and Secondary Education Curriculum, Essential Learning, the National Education Strategy for Citizenship, Inclusive Education and the National Program for the Promotion of School Success. We carried out an exploratory study, of a qualitative nature, based on a descriptive and interpretive approach, centered on a single case study – the normative dimension of AFC in Portugal. Document analysis is used as a data collection technique and as data analysis and treatment techniques, content analysis and the triangulation of referenced standards. In terms of the intentions declared in the educational policy narrative, innovative measures are recommended in the curricular and pedagogical domains, with a view to improving and quality of teaching and learning, invoking in the authors' understanding the need to deep en substantive processes of school autonomy in a educational administration model that in Portugal remains centralized and deconcentrated.
Portuguese curriculum policies are inspired by the discourse of international policies that recommend schools greater autonomy. In Portugal, since 2017, measures have been imple mented around curriculum autonomy and flexibility. In this article, we seek to understand the legal-normative framework of Curricular Autonomy and Flexibility (AFC), evident in the educational guidelines of the Students' Profile by the End of Compulsory Schooling, the Basic and Secondary Education Curriculum, Essential Learning, the National Education Strategy for Citizenship, Inclusive Education and the National Program for the Promotion of School Success. We carried out an exploratory study, of a qualitative nature, based on a descriptive and interpretive approach, centered on a single case study – the normative dimension of AFC in Portugal. Document analysis is used as a data collection technique and as data analysis and treatment techniques, content analysis and the triangulation of referenced standards. In terms of the intentions declared in the educational policy narrative, innovative measures are recommended in the curricular and pedagogical domains, with a view to improving and quality of teaching and learning, invoking in the authors' understanding the need to deep en substantive processes of school autonomy in a educational administration model that in Portugal remains centralized and deconcentrated.
Description
Keywords
Política educativa Autonomia pedagógica Autonomia curricular Qualidade Melhoria educativa Educational policy Pedagogical autonomy Curricular autonomy Quality Educational improvement . Faculdade de Ciências Sociais
Citation
Silva, S., & Fraga, N. (2021). Autonomia e flexibilidade curricular como instrumentos gestionários. O caso de Portugal. REICE. Revista Iberoamericana Sobre Calidad, Eficacia Y Cambio En Educación, 19(2), 37–54. https://doi.org/10.15366/reice2021.19.2.003
Publisher
UAM Ediciones