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The present article revisits a discussion about the Curricular Autonomy
Domain within the context of Portuguese education. Curricular Autonomy is a
concept that essentially represents changes in methodology and assessment. One
should question if it is a reachable practice and if schools are able to implement
the necessary changes. In Portugal, the changes in education policies arose after the
revision of the Basic Law of the educational system of 2009, especially through the
(Decreto-Lei nº 55/2018 de 6 de julho. Diário da República nº 129 - Série I. Ministério
da Educação, Lisboa), that “establishes the curriculum of basic and secondary educa tion and the guiding principles of learning assessment”. This document determines
the implementation of the Curricular Autonomy Domain in schools, starting in the
school year 2018–2019. However, its implementation has not been consensual, and
four years later, its implementation and effectiveness in terms of learning are still
questioned. Although all teachers recognize the major changes and the need to adapt
teaching practices to a new generation of students, they are not always able to iden tify the best ways to meet the students’ demands in a global world where knowledge
should be seen in an integrated perspective. The main goal of this work is to under stand to what extent students and teachers consider the development of teamwork
projects’ determinant in the success of teaching, understanding the interdisciplinary
approach as a key resource to appropriate knowledge. In fact, if interdisciplinarity is
considered essential for the learning process, then project work can be an appealing
tool for students, motivating them to research and questioning, essential conditions
for successful learning. Thus, in a perspective of inclusion in education, we ask ourselves about the effect that the Domain of Curricular Autonomy may have on
students’ learning, which activities are being introduced/implemented and what is
the effectiveness/relevance that students and teachers attribute to these Domains of
Curricular Autonomy (DCA). To carry out this study, a questionnaire was applied to
teachers and another one to students from the 5th to 12th grade, from the elementary
and secondary school Fontes Pereira de Melo, in Porto. The goal was to assess the
effect that the proposed activities in the DCA have on learning and how the Domains
of Curricular Autonomy are integrated in teaching practices. In order to enrich the
study, one conducted a survey to understand the teachers’ position regarding the
implementation of the DCA in their teaching practice.
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Springer