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Autonomia e flexibilidade curricular entre a autonomia decretada e a autonomia construída. Um estudo de caso numa escola básica e secundária da Região Autónoma da Madeira
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| 5.92 MB | Adobe PDF |
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Abstract(s)
Nas últimas décadas, as políticas curriculares têm-se debatido com a primeira das
questões curriculares clássicas, o que deve a escola ensinar?
A contemporaneidade das políticas curriculares portuguesas inspirou-se no discurso das
políticas internacionais, emergentes de processos globalizantes, que recomendam às escolas
uma maior autonomia curricular e pedagógica, articulada com a definição das aprendizagens
essenciais. Cabe às escolas, a partir do currículo nacional, construir um projeto curricular
contextualizado que garanta aprendizagens significativas por parte de todos os alunos.
Em Portugal, a partir de 2016, foi implementado um conjunto de iniciativas políticas,
que retomam as dimensões de gestão flexível do currículo iniciadas nos anos 90, com o
propósito de garantir a igualdade de acesso à escola pública e de promover o sucesso educativo
de todos os alunos ao longo da escolaridade obrigatória.
Esta investigação, na área do Currículo e Inovação Pedagógica, assume-se de natureza
qualitativa centrada em um estudo de caso único, uma escola pública dos 2.º e 3.º ciclos do
ensino básico e ensino secundário da Região Autónoma da Madeira, na qual se procurou
compreender os processos de apropriação da Autonomia e Flexibilidade Curricular. Em termos
metodológicos, utilizam-se como técnicas de recolha de dados a análise documental, as
entrevistas semiestruturadas e o inquérito por questionário e como técnicas de análise e
interpretação dos dados a análise de conteúdo, o tratamento estatístico e a triangulação dos
dados.
Constatou-se um distanciamento entre o que é prescrito no plano normativo e o que é
concretizado na escola, ao nível das práticas, ou seja, entre a autonomia decretada e a autonomia
construída. As decisões relativas ao currículo, à avaliação e às práticas pedagógicas devem ser
assumidas numa lógica de promoção da autonomia substantiva da escola, dos docentes e dos
alunos. Exige-se uma reestruturação da gramática escolar e dos perfis dos professores e dos
alunos, corresponsáveis e coautores de processos de aprendizagens flexíveis, com vista à
concretização de uma escola pública justa, inclusiva e democrática.
In the last decades, curriculum policies have struggled with the first of the classical curriculum questions: what should school teach? The contemporaneity of the Portuguese curricular policies was inspired by the discourse of international policies, emerging from globalizing processes, which recommend greater curricular and pedagogical autonomy to schools, articulated with the definition of essential learning. It is up to schools, based on the national curriculum, to build a contextualized curriculum project that guarantees meaningful learning for all students Since 2016, a set of political initiatives was implemented in Portugal, which resume the dimensions of a flexible curriculum management started in the 90’s. These aim at reassuring equal access to the public school to all, as well as promoting educational success to all students throughout compulsory schooling. This research in Curriculum and Pedagogical Innovation, is of qualitative nature centered on a single case study: a public school for the 2 nd and 3rd cycles of Basic Education and Secondary Education in the Autonomous Region of Madeira. It was sought to understand the processes of ownership of Curriculum Autonomy and Flexibility. In methodological terms, document analysis, semi structured interviews and survey by questionnaire are used as data collection techniques and content analysis, statistical treatment and data triangulation are used as data analysis and interpretation techniques. A gap was found between what is set in the normative plan and what is implemented by the school in terms of practices, therefore between decreed autonomy and built autonomy. Decisions concerning curriculum, assessment and pedagogical practices must be taken considering a logic of promoting the school, teachers, and students’ substantive autonomy. The restructuring of school grammar, the profiles of teachers and students, co-responsible and co authors of flexible learning processes is required, to achieve a fair, inclusive, and democratic public school.
In the last decades, curriculum policies have struggled with the first of the classical curriculum questions: what should school teach? The contemporaneity of the Portuguese curricular policies was inspired by the discourse of international policies, emerging from globalizing processes, which recommend greater curricular and pedagogical autonomy to schools, articulated with the definition of essential learning. It is up to schools, based on the national curriculum, to build a contextualized curriculum project that guarantees meaningful learning for all students Since 2016, a set of political initiatives was implemented in Portugal, which resume the dimensions of a flexible curriculum management started in the 90’s. These aim at reassuring equal access to the public school to all, as well as promoting educational success to all students throughout compulsory schooling. This research in Curriculum and Pedagogical Innovation, is of qualitative nature centered on a single case study: a public school for the 2 nd and 3rd cycles of Basic Education and Secondary Education in the Autonomous Region of Madeira. It was sought to understand the processes of ownership of Curriculum Autonomy and Flexibility. In methodological terms, document analysis, semi structured interviews and survey by questionnaire are used as data collection techniques and content analysis, statistical treatment and data triangulation are used as data analysis and interpretation techniques. A gap was found between what is set in the normative plan and what is implemented by the school in terms of practices, therefore between decreed autonomy and built autonomy. Decisions concerning curriculum, assessment and pedagogical practices must be taken considering a logic of promoting the school, teachers, and students’ substantive autonomy. The restructuring of school grammar, the profiles of teachers and students, co-responsible and co authors of flexible learning processes is required, to achieve a fair, inclusive, and democratic public school.
Description
Keywords
Autonomía decretada Autonomía construida Flexibilidade curricular Currículo Aprendizagens Pesquisa qualitativa Decreed autonomy Built autonomy Curriculum flexibility Curriculum Qualitative research Madeira (Portugal) Currículo e Inovação Pedagógica . Faculdade de Ciências Sociais