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Abstract(s)
A consolidação do modelo escolar e a obrigatoriedade da escola para todas as crianças constituíram, sem dúvida, um momento de grande importância para a história da educação e para a sociedade. No entanto, a escola não conseguiu acompanhar a evolução da sociedade e, mesmo com as diversas reformas que foram ocorrendo no decorrer do século passado, a escola manteve-se burocratizada, fechada e incapaz de se adaptar às mudanças, tornando-se desadequada e limitada. Consciente desta realidade, o Governo português definiu, como uma das prioridades para a Educação, a implementação de um novo programa nacional para a inovação na aprendizagem. Neste sentido, em setembro de 2016, foram implementados em seis estabelecimentos de ensino público do país, Projetos Piloto de Inovação Pedagógica (PPIP), concebidos por cada uma dessas escolas. Simultaneamente, existem escolas públicas no nosso país que, mesmo não desenvolvendo este tipo de projetos, consideram-se já escolas inovadoras.
Com o presente estudo pretende-se comparar estes dois contextos escolares. Vamos analisar como está a ser implementado o PPIP numa das seis escolas que abraçaram este projeto e quais os efeitos da sua implementação e, simultaneamente, vamos identificar que dinâmicas inovadoras estão a ser implementadas numa das escolas do país que se considera inovadora e qual o impacto dessas dinâmicas na comunidade de aprendizagem. Para tal, realizou-se um estudo de caso duplo, descritivo e interpretativo, no âmbito do paradigma qualitativo, com recurso a diversas técnicas de recolha de dados, nomeadamente: análise documental, entrevistas e questionários.
Através desta investigação, percebe-se que a escola que está a implementar o PPIP está efetivamente a proceder a alterações estruturais, nomeadamente ao nível da gramática escolar, desenvolvendo processos de ensino-aprendizagem mais individualizados e centrados nos alunos, com o intuito de prevenir o absentismo e abandono escolar e de promover a melhoria das aprendizagens. A escola que se diz inovadora foca-se essencialmente nos resultados académicos dos alunos. Tem, de facto, implementado projetos que não existem noutras escolas, mas prevalece uma pedagogia burocratizada e transmissiva, mantendo-se praticamente inalterada a tradicional gramática escolar.
The consolidation of the school model and the compulsory schooling of all children were undoubtedly a moment of great importance for the history of education and for society itself. However, the school system has not been able to keep up with the evolution of society, and althought the various reforms that took place over the last century, it has remained bureaucratized, closed on itself and unable to adapt to changes, becoming inadequate and limited. Aware of this reality, Portuguese Government launched a new National Program for Innovation in Learning as being one of the priorities for Education. Thus, in September 2016, Pilot Projects for Pedagogical Innovation (PPPI) were particularly developed in six state school establishments. Simultaneously, there are state schools in the country that while not taking part in these projects, consider themselves as being innovative schools. The present study aims to compare these two school contexts, analyzing how the PPPI is being settled in one of the six schools that have embraced this project as well as the effects of its implementation. Simultaneously, will identify what innovative dynamics are being developed in one of the schools which consider themselves innovative and the impact of these dynamics in the learning community. For this, a double, descriptive and interpretative case study was carried out, within the scope of the qualitative paradigm, using various techniques of data collection, namely: documental analysis, interviews and questionnaires. Data showed that the school which is implementing the PPPI is effectively carrying out structural changes, i.e at the level of school grammar, developing more individualized and student-centered teaching-learning processes in order to prevent absenteeism, school drop out and to promote better learning techniques. Meanwhile the school that calls itself innovative focuses primarily on students' academic grades. It has, in fact, implemented some projects that do not exist in other schools, however a bureaucratized and transmissive pedagogy prevails, keeping traditional school grammar practically unchanged.
The consolidation of the school model and the compulsory schooling of all children were undoubtedly a moment of great importance for the history of education and for society itself. However, the school system has not been able to keep up with the evolution of society, and althought the various reforms that took place over the last century, it has remained bureaucratized, closed on itself and unable to adapt to changes, becoming inadequate and limited. Aware of this reality, Portuguese Government launched a new National Program for Innovation in Learning as being one of the priorities for Education. Thus, in September 2016, Pilot Projects for Pedagogical Innovation (PPPI) were particularly developed in six state school establishments. Simultaneously, there are state schools in the country that while not taking part in these projects, consider themselves as being innovative schools. The present study aims to compare these two school contexts, analyzing how the PPPI is being settled in one of the six schools that have embraced this project as well as the effects of its implementation. Simultaneously, will identify what innovative dynamics are being developed in one of the schools which consider themselves innovative and the impact of these dynamics in the learning community. For this, a double, descriptive and interpretative case study was carried out, within the scope of the qualitative paradigm, using various techniques of data collection, namely: documental analysis, interviews and questionnaires. Data showed that the school which is implementing the PPPI is effectively carrying out structural changes, i.e at the level of school grammar, developing more individualized and student-centered teaching-learning processes in order to prevent absenteeism, school drop out and to promote better learning techniques. Meanwhile the school that calls itself innovative focuses primarily on students' academic grades. It has, in fact, implemented some projects that do not exist in other schools, however a bureaucratized and transmissive pedagogy prevails, keeping traditional school grammar practically unchanged.
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Keywords
Mudança Inovação Gramática escolar Processo de ensino-aprendizagem Change Innovation School grammar Teaching and learning process