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Abstract(s)
A população portuguesa tem um défice histórico de qualificações. Este facto obrigou a que o processo de massificação do ensino, iniciado por altura da Revolução do 25 de Abril, fosse feito sem haver docentes qualificados em número suficiente. Daqui decorreu a criação de um sistema escolar baseado num currículo prescrito, determinado, sem espaço para a autonomia profissional dos docentes. Cinquenta anos depois da Revolução, estamos em plena mudança de paradigma curricular, com políticas de autonomia e flexibilidade que abrem caminho para uma verdadeira educação integral.
The Portuguese population has a historical qualifications deficit. This fact forced the process of mass teaching, which began at the time of the April 25th revolution, to be conducted without there being enough qualified teachers. This led to the creation of a school system based on a prescribed, determined curriculum, with no space for teachers’ professional autonomy. 50 years after the revolution, we are amid a curricular paradigm shift, with policies of autonomy and flexibility that pave the way for a true integral education.
The Portuguese population has a historical qualifications deficit. This fact forced the process of mass teaching, which began at the time of the April 25th revolution, to be conducted without there being enough qualified teachers. This led to the creation of a school system based on a prescribed, determined curriculum, with no space for teachers’ professional autonomy. 50 years after the revolution, we are amid a curricular paradigm shift, with policies of autonomy and flexibility that pave the way for a true integral education.
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Keywords
Qualificações Professores Currículo Educação integral Qualifications Teachers Curriculum Integral education