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Advisor(s)
Abstract(s)
As Atividades de Enriquecimento Curricular (AEC) trouxeram um acréscimo de tarefas e de mudanças nas rotinas das escolas. Reconfiguraram o 1º ciclo do ensino básico ao nível da organização pedagógica e da gestão curricular, transformando de forma radical o tempo e o espaço destas escolas. As alterações foram de tal forma significativas que provocaram alguns constrangimentos e insegurança, no seio da Comunidade Educativa.
As AEC introduziram também novas dinâmicas e dotaram as escolas de ferramentas que visam enriquecer as aprendizagens e o desenvolvimento dos alunos em múltiplas dimensões. Permitiram também a sua permanência gratuita na escola, durante o tempo de trabalho dos pais.
Dez anos depois da sua implementação, importa compreender como é que a Comunidade Educativa as assume e vivencia. O nosso estudo é de natureza qualitativa incorpora dados quantitativos e recorre à entrevista, ao questionário, à pesquisa documental e à análise de conteúdo.
Os resultados da investigação evidenciam que o modelo AEC implementado no Agrupamento é do agrado da maioria dos intervenientes, sendo frequentado pela quase totalidade dos alunos do 1º ciclo. O horário em que decorrem as atividades e o excesso de horas passadas em contexto escolar é visto como um constrangimento, por reduzir o tempo de lazer e de brincadeira dos alunos e agravar alguns problemas comportamentais.
As AEC são importantes. Proporcionam a aquisição de novas aprendizagens que se articulam pontualmente com as aprendizagens escolares, sendo realçada a falta de tempos comuns dos docentes para aprofundarem a articulação curricular e pedagógica.
O Município é parceiro na concretização deste modelo, mas os intervenientes têm pouca informação sobre o seu papel.
Implementation of Curricular Enrichment Activities (CEA) increases staff workload and changes the daily routine of schools. It changes the purely academic nature, reformulating the pedagogic organization and the study programmes, of primary schools offering different activities during extended opening hours. These major changes can be quite unsettling for schools. CEA brought changes and equipped the schools with new tools aimed at enriching the curriculum for students in many ways. Students were allowed to stay longer at school while their parents were working and this was provided free of charge. Ten years after CEA introduction it is important to understand how schools have adopted and implemented these changes. Our qualitative research study involved the use of interviews, surveys, studying documents and content analysis. The study results suggest that the CEA model applied in the group of schools is very welcomed by the majority of the participants, being attended by almost all primary school students. The amount of time spent in school limits the opportunities children have for leisure activities and playing outside of school which can worsen some behavioural issues. CEA are important. They provide the acquisition of new knowledge which is linked with school learning; therefore the lack of common time for teachers to develop the curricular and educational articulation is enhanced. The City Council has helped to implement this model but the parties involved are unclear about their roles.
Implementation of Curricular Enrichment Activities (CEA) increases staff workload and changes the daily routine of schools. It changes the purely academic nature, reformulating the pedagogic organization and the study programmes, of primary schools offering different activities during extended opening hours. These major changes can be quite unsettling for schools. CEA brought changes and equipped the schools with new tools aimed at enriching the curriculum for students in many ways. Students were allowed to stay longer at school while their parents were working and this was provided free of charge. Ten years after CEA introduction it is important to understand how schools have adopted and implemented these changes. Our qualitative research study involved the use of interviews, surveys, studying documents and content analysis. The study results suggest that the CEA model applied in the group of schools is very welcomed by the majority of the participants, being attended by almost all primary school students. The amount of time spent in school limits the opportunities children have for leisure activities and playing outside of school which can worsen some behavioural issues. CEA are important. They provide the acquisition of new knowledge which is linked with school learning; therefore the lack of common time for teachers to develop the curricular and educational articulation is enhanced. The City Council has helped to implement this model but the parties involved are unclear about their roles.
Description
Keywords
Tempo escolar Currículo Enriquecimento curricular Articulação Município School time Curriculum Curricular enrichment Articulation Council