| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 997.46 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Após quase dois anos letivos de implementação de um modelo de flexibilidade curricular nas escolas portuguesas do ensino básico e secundário, que tem como objetivos claros e finais o aumento do sucesso escolar e a diminuição do abandono, acompanhámos escolas com projetos de flexibilidade incluídos no âmbito da sua autonomia. Procurámos perceber, num quadro de observação não participante, se o desenho curricular estabelecido inicialmente, por iniciativa da liderança escolar, permitia atingir os objetivos referidos. O quadro de investigação contou essencialmente com a observação de aulas, participação em reuniões de equipas disciplinares e reuniões com a equipa local de acompanhamento do processo de flexibilização do currículo. Verificámos que as estratégias de aprendizagem passaram a ser mais centradas nos alunos e o que efetivamente se constatou é que os resultados das aprendizagens melhoraram substancialmente, não só testemunhadas pela opinião dos docentes, mas também materializadas nas classificações escolares.
After nearly two school years of implementing a curriculum flexibility model in Portuguese primary and secondary schools, and with the clear and final goals of increasing school success and decreasing school dropout, we have followed schools with flexibility projects included in the program autonomy. We tried to understand, in a non-participant observation framework, if the curriculum design initially established by the school leadership initiative, allowed to achieve the stated objectives. The research framework consisted mainly of classroom observation, participation in disciplinary team meetings and meetings with the local team to follow the curriculum flexibilization process. We found that learning strategies became more student-centered and what was effectively found was that learning outcomes improved substantially, not only witnessed by teachers’ opinions, but also materialized in school grades.
After nearly two school years of implementing a curriculum flexibility model in Portuguese primary and secondary schools, and with the clear and final goals of increasing school success and decreasing school dropout, we have followed schools with flexibility projects included in the program autonomy. We tried to understand, in a non-participant observation framework, if the curriculum design initially established by the school leadership initiative, allowed to achieve the stated objectives. The research framework consisted mainly of classroom observation, participation in disciplinary team meetings and meetings with the local team to follow the curriculum flexibilization process. We found that learning strategies became more student-centered and what was effectively found was that learning outcomes improved substantially, not only witnessed by teachers’ opinions, but also materialized in school grades.
Description
Keywords
Flexibilidade curricular Estratégias docentes Autonomia Inovação pedagógica Curricular flexibility Teaching strategies Autonomy Pedagogical innovation