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Abstract(s)
Uma escola socialmente responsiva é, necessariamente, uma escola que congrega na sua identidade a dimensão da justiça curricular. Com o objetivo de iluminar de que modo, no sistema educativo português, as escolas viabilizam respostas para a inclusão e equidade no acesso às aprendizagens, este artigo enuncia um modelo para o estudo dos mecanismos de justiça curricular. O modelo serviu de base a um estudo exploratório, que incluiu o mapeamento de dimensões organizacionais e pedagógicas das escolas relacionadas com a inclusão a partir da análise de conteúdo das forças e áreas de melhoria de 60 relatórios de avaliação externa. Posteriormente, os dados foram usados para investigar associações entre pares de variáveis relacionadas com a inclusão, através do odds ratio e V de Cramer. Constatou-se a existência nas escolas de fragilidades em matéria de justiça curricular, no que respeita ao recurso a metodologias ativas de ensino aprendizagem, à avaliação formativa e à articulação do currículo. Paralelamente, a alavancagem da justiça curricular remete para o investimento em metodologias ativas e, pontualmente, para a existência de ambientes inovadores e promotores da aprendizagem. Os dados recolhidos são omissos no que respeita a mecanismos de suporte à aprendizagem e a alterações de gramática escolar. Os dados produzidos pela avaliação externa estão adstritos ao respetivo contexto, não sustentando uma análise explicativa e preditiva entre os fatores identificados (variáveis) e a inclusão.
A socially responsive school is, necessarily, one that brings together the dimension of curricular justice at its identity. In the Portuguese educational system, this article sets out a model for studying the curricular justice mechanisms to understand how schools respond to inclusion and equity in access to learning. The model served as the basis for an exploratory study, which included mapping organizational and pedagogical dimensions of schools related to inclusion. Hence, a content analysis of the strengths and improvement areas of 60 external evaluation reports was developed. Subsequently, the data was used to investigate associations between pairs of variables related to inclusion through the odds ratio and Cramer’s V. In schools, curricular justice weaknesses include active teaching and learning methodologies, formative assessment, and curriculum articulation. At the same time, leveraging curricular justice implies the investment in active methodologies and, occasionally, the existence of innovative and rich learning environments. The data collected does not reveal mechanisms of support for learning and changes in school grammar. The data produced by the external evaluation are linked to the respective context, not supporting a global explanatory and predictive analysis between the identified factors (variables) and inclusion.
A socially responsive school is, necessarily, one that brings together the dimension of curricular justice at its identity. In the Portuguese educational system, this article sets out a model for studying the curricular justice mechanisms to understand how schools respond to inclusion and equity in access to learning. The model served as the basis for an exploratory study, which included mapping organizational and pedagogical dimensions of schools related to inclusion. Hence, a content analysis of the strengths and improvement areas of 60 external evaluation reports was developed. Subsequently, the data was used to investigate associations between pairs of variables related to inclusion through the odds ratio and Cramer’s V. In schools, curricular justice weaknesses include active teaching and learning methodologies, formative assessment, and curriculum articulation. At the same time, leveraging curricular justice implies the investment in active methodologies and, occasionally, the existence of innovative and rich learning environments. The data collected does not reveal mechanisms of support for learning and changes in school grammar. The data produced by the external evaluation are linked to the respective context, not supporting a global explanatory and predictive analysis between the identified factors (variables) and inclusion.
Description
Keywords
Justiça curricular Inclusão Avaliação externa Ensino-aprendizagem Curricular justice Inclusion Schools’ external evaluation Teaching and learning