Advisor(s)
Abstract(s)
Este Relatório Reflexivo parte de uma experiência profissional de 18 anos, marcada
por sucessivas reformas e mudanças profundas no sistema de ensino português e,
consequentemente, na forma de se encarar o ensino, o processo de ensino/aprendizagem, a
própria prática pedagógica.
Coincide com a entrada em vigor da Lei de Bases do Sistema Educativo, mais
concretamente com o alargamento da escolaridade obrigatória a nove anos, novos
programas das diferentes disciplinas e novo regime de avaliação dos alunos. Mais tarde, o
novo regime de Autonomia e Gestão das Escolas e a Reorganização Curricular, tornaramse
marcos importantes ao nível da gestão das escolas e da reorganização da rede escolar,
mas também do desenvolvimento do currículo nacional em contexto escolar e,
posteriormente, de agrupamentos de escolas.
O alargamento da escolaridade obrigatória exige maior atenção aos momentos de
transição dos alunos dentro do sistema de ensino. Tal aspeto coloca novos desafios à escola
e aos docentes visando a continuidade dentro do mesmo sistema, implicando uma maior
articulação entre os diferentes níveis de ensino e, consequentemente, um trabalho mais
colaborativo entre os docentes. A Articulação Curricular vertical e horizontal, inter e
intradisciplinar assume, agora, um papel primordial.
A nossa reflexão aborda a articulação curricular vertical e horizontal no âmbito da
disciplina de Inglês. A articulação vertical faz-se agora também com o 1º ciclo uma vez
que a oferta obrigatória da Língua Inglesa neste ciclo trouxe novos desafios aos docentes
desta disciplina no ciclo seguinte. Para tal analisa-se um trabalho de articulação curricular
no 1º ciclo realizado por um grupo de docentes do Pré-escolar e dos 1º e 2º ciclos do
Ensino Básico e do qual a autora fez parte.
No que concerne à articulação curricular horizontal, faz-se a análise de um Projeto
Curricular de Turma de 5º ano procurando aferir como é feita a articulação da disciplina de
Inglês com as outras áreas curriculares e não curriculares no mesmo ano de escolaridade.
Aqui, ao conceito de articulação curricular surge associado o de interdisciplinaridade.
This Report has it starting point in my 18 years old professional experience full of political reforms, which leaded to deep changes in the way we see all the Education System and the teaching process itself. We had the Lei de Bases do Sistema Educativo, which enlarged the mandatory school to nine years, new teaching programs and a new evaluation system for the students. Later the new School Administration Plan and the Curricula Reorganization became important data to schools’ administration and national curricula development in school context and later on, in school grouping context. The enlargement of the mandatory school creates a bigger difficulty to the students’ transition between school cycles. Schools and teachers face new challenges aiming students’ continuity within school system, and so needing a bigger articulation between different school levels and more teaching corporative work. Interdisciplinary and intradisciplinary Curricula Articulation, both vertical and horizontal has now the most important part. Our reflection is about Curricula Articulation, both vertical and horizontal in the English course. The vertical articulation starts now in the first cycle once its offer is mandatory. As so the articulation work was made by a group of English teachers from the pre-scholar, first and second cycles. The author of this study was in this work group. We analyze the horizontal articulation in the Class Curricula Project (PCT) in the 5th grade, trying to understand how the English course articulates with the other courses in students’ curricula. Here we associate the Curricula Articulation Concept to the Interdisciplinary.
This Report has it starting point in my 18 years old professional experience full of political reforms, which leaded to deep changes in the way we see all the Education System and the teaching process itself. We had the Lei de Bases do Sistema Educativo, which enlarged the mandatory school to nine years, new teaching programs and a new evaluation system for the students. Later the new School Administration Plan and the Curricula Reorganization became important data to schools’ administration and national curricula development in school context and later on, in school grouping context. The enlargement of the mandatory school creates a bigger difficulty to the students’ transition between school cycles. Schools and teachers face new challenges aiming students’ continuity within school system, and so needing a bigger articulation between different school levels and more teaching corporative work. Interdisciplinary and intradisciplinary Curricula Articulation, both vertical and horizontal has now the most important part. Our reflection is about Curricula Articulation, both vertical and horizontal in the English course. The vertical articulation starts now in the first cycle once its offer is mandatory. As so the articulation work was made by a group of English teachers from the pre-scholar, first and second cycles. The author of this study was in this work group. We analyze the horizontal articulation in the Class Curricula Project (PCT) in the 5th grade, trying to understand how the English course articulates with the other courses in students’ curricula. Here we associate the Curricula Articulation Concept to the Interdisciplinary.