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Este artigo centra-se no processo evolutivo da escola a partir da institucionalização do ensino básico. Foca-se nas alterações curriculares produzidas a nível legislativo para os 2.º e 3.º ciclos e reconhece elementos de continuidade e de rutura relativamente aos níveis de ensino secundário que os antecedem, onde assinala uma face mais liberal assente na igualdade formal e outra mais socializante de igualdade material, que acrescentou à pedagogia de tratamento uniforme a promoção do acesso universal. Identifica alterações com vista à promoção do sucesso de todos os alunos que introduziram na educação escolar o conceito de equidade, respeitando a diversidade e diferença de tratamento em nome de mais justiça social. Realça também pontos críticos inerentes à hibridez que carateriza os processos de receção e institucionalização das alterações legislativas na escola, frequentemente debatidos em termos dicotómicos, como a relação entre teoria e prática, mecanização e significação no modo de aprender, organização do ensino por disciplinas e por temas, adaptação a uma cultura identitária e construção de uma identidade valorizadora das diferenças, liberdade de decidir e dever de agir em conformidade.
This article focuses on the process of school development from the institutionalization of basic education. It focuses on the curricular changes produced at the legislative level for the 2nd and 3rd cycles and reorganizes elements of continuity and rupture in relation to the levels of secondary education that precede them, where it marks a more liberal perspective based on formal equality and another socializing of material equality, which added to the pedagogy of uniform treatment the promotion of universal access. It identifies changes aimed at promoting the success of all students who have introduced the concept of equity into school education, respecting diversity and different treatment in the name of more social justice. It also highlights critical points inherent to the hybridity that characterizes the processes of reception and institutionalization of legislative changes in schools, often discussed in dichotomous terms, such as the relationship between theory and practice, mechanization and meaning in the way of learning, organization of teaching by subjects and themes, adaptation to the identity culture and the construction of the identity that values differences, freedom to decide and the duty of act accordingly.
This article focuses on the process of school development from the institutionalization of basic education. It focuses on the curricular changes produced at the legislative level for the 2nd and 3rd cycles and reorganizes elements of continuity and rupture in relation to the levels of secondary education that precede them, where it marks a more liberal perspective based on formal equality and another socializing of material equality, which added to the pedagogy of uniform treatment the promotion of universal access. It identifies changes aimed at promoting the success of all students who have introduced the concept of equity into school education, respecting diversity and different treatment in the name of more social justice. It also highlights critical points inherent to the hybridity that characterizes the processes of reception and institutionalization of legislative changes in schools, often discussed in dichotomous terms, such as the relationship between theory and practice, mechanization and meaning in the way of learning, organization of teaching by subjects and themes, adaptation to the identity culture and the construction of the identity that values differences, freedom to decide and the duty of act accordingly.
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Escola democrática Currículo Autonomia Políticas educacionais Democratic school Curriculum Autonomy Educational policies