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Processos de liderança no projeto de autonomia e flexibilidade curricular
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Abstract(s)
Considerando os pressupostos que, em Portugal, enquadram o Projeto de
Autonomia e Flexibilidade Curricular (PAFC) elencados no Despacho
nº 5908/2017, de 5 de julho que, em “regime de experiência pedagógica, define
os princípios e regras orientadores da conceção, operacionalização e avaliação do
currículo dos Ensinos Básico e Secundário, de modo a alcançar o Perfil dos Alunos
à Saída da Escolaridade Obrigatória” (Artigo 1º), este artigo procura desvelar
na voz de cinco diretores (líderes escolares) de escolas públicas do 1º Ciclo do
Ensino Básico, as primeiras evidências da implementação do PAFC. Embora
se trate de um processo curricular e pedagógico recente, importa compreender
nessas narrativas se as escolas experienciam, de facto, tempos e espaços de
uma autonomia construída e contextualizada. Neste sentido, partindo de um
estudo de caso múltiplo a partir da aplicação de um inquérito por questionário,
convertem-se em eixos temáticos de análise de conteúdo, as seguintes dimensões:
autonomia de escola, flexibilidade curricular, prática pedagógica e avaliação.
Da triangulação dos dados conclui-se que os diretores de escola assumem o
PAFC como uma política educativa que abre espaço pedagógico a uma mudança
de paradigma, pelo nível de autonomia outorgado às escolas, permitindo-lhes
uma gestão curricular mais contextualizada, por conseguinte mais humanista,
mais sensível às realidades locais e às particularidades dos seus públicos.
This article’s starting point is the Curriculum Autonomy and Flexibility Project (CAFP), explained in Order No. 5,908/2017 of 5 July, which, in “pedagogical experience regime, defines the principles and rules guiding the conception, operationalization and evaluation of curriculum of basic and secondary education, in order to achieve the Profile of Students Leaving the Compulsory Schooling” (Article 1). This paper aims discovering in the opinion of five principals (school leaders) of public elementary schools, the first evidence of the implementation of CAFP. This is a recent curricular and pedagogical process, but we want to understand if schools really experience times and spaces of constructed and contextualized autonomy. In this sense, the starting point is a multiple case study. We applied a questionnaire survey, and the thematic axes of content analysis are as follows: school autonomy, curriculum flexibility, pedagogical practice and assessment. Data triangulation was performed, and it was concluded that school principals understand the CAFP as an educational policy that opens a pedagogical space to a paradigm shift, due to the level of autonomy given to schools, and that allows a more contextualized curricular management, therefore, more humanistic, more sensitive to local realities and the particularities of its publics.
This article’s starting point is the Curriculum Autonomy and Flexibility Project (CAFP), explained in Order No. 5,908/2017 of 5 July, which, in “pedagogical experience regime, defines the principles and rules guiding the conception, operationalization and evaluation of curriculum of basic and secondary education, in order to achieve the Profile of Students Leaving the Compulsory Schooling” (Article 1). This paper aims discovering in the opinion of five principals (school leaders) of public elementary schools, the first evidence of the implementation of CAFP. This is a recent curricular and pedagogical process, but we want to understand if schools really experience times and spaces of constructed and contextualized autonomy. In this sense, the starting point is a multiple case study. We applied a questionnaire survey, and the thematic axes of content analysis are as follows: school autonomy, curriculum flexibility, pedagogical practice and assessment. Data triangulation was performed, and it was concluded that school principals understand the CAFP as an educational policy that opens a pedagogical space to a paradigm shift, due to the level of autonomy given to schools, and that allows a more contextualized curricular management, therefore, more humanistic, more sensitive to local realities and the particularities of its publics.
Description
Keywords
Autonomia de escola Flexibilidade curricular Prática pedagógica Pedagogia da autonomia Avaliação Liderança School autonomy Curriculum flexibility Pedagogical practice Pedagogy of autonomy Evaluation Leadership . Faculdade de Ciências Sociais
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Fundação CESGRANRIO