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Abstract(s)
O Decreto-lei n.º 55/2018, de 6 de julho de 2018 estabelece o currículo dos ensinos básico e secundário e os princípios orientadores da avaliação das aprendizagens. Dota as escolas de mais autonomia para disporem de maior flexibilidade na gestão curricular com vista à contextualização e articulação curricular. Procura-se ao longo deste estudo conhecer os constrangimentos e as potencialidades da implementação da flexibilidade curricular numa escola do distrito do Porto, os argumentos que estiveram na base da tomada de decisões nessa escola e a forma como decorreu o envolvimento dos docentes e discentes nesse processo. Numa abordagem qualitativa desenvolve-se um estudo de caso, que procura abarcar a complexidade de uma realidade bem delimitada. Os resultados obtidos permitem identificar alguns condicionalismos como o desconhecimento de processos, a cristalização de práticas, a dificuldade em implementar medidas top-down, a falta de espaços efetivos para o trabalho colaborativo, entre outras. Por outro lado, há uma aceitação de que as propostas do decreto apontam o caminho que as escolas devem seguir para que se possa responder às necessidades de formação dos alunos de hoje.
Decree-Law no. 55/2018, of July 6, 2018 establishes the basic and secondary education curriculum and the guiding principles for appraising learning. It gives schools more autonomy to have greater flexibility in curriculum management with a view to contextualization and curricular articulation.Throughout this study, we seek to know the constraints and potentialities of implementing curricular flexibility in a school in the district of Porto, the arguments that were the basis for decision-making in that school and the way in which the involvement of teachers and students in this process took place . In a qualitative approach, a case study is developed, which seeks to cover the complexity of a well-defined reality. The results obtained allow the identification of some constraints such as the lack of knowledge of the processes, the crystallization of practices, the difficulty in implementing top-down measures, the lack of effective spaces for collaborative work, among others. On the other hand, there is an acceptance that the proposals of the decree point the way that schools must follow in order to respond to the training needs of today's students.
Decree-Law no. 55/2018, of July 6, 2018 establishes the basic and secondary education curriculum and the guiding principles for appraising learning. It gives schools more autonomy to have greater flexibility in curriculum management with a view to contextualization and curricular articulation.Throughout this study, we seek to know the constraints and potentialities of implementing curricular flexibility in a school in the district of Porto, the arguments that were the basis for decision-making in that school and the way in which the involvement of teachers and students in this process took place . In a qualitative approach, a case study is developed, which seeks to cover the complexity of a well-defined reality. The results obtained allow the identification of some constraints such as the lack of knowledge of the processes, the crystallization of practices, the difficulty in implementing top-down measures, the lack of effective spaces for collaborative work, among others. On the other hand, there is an acceptance that the proposals of the decree point the way that schools must follow in order to respond to the training needs of today's students.
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Keywords
Currículo Flexibilidade curricular Autonomia Contextualização e articulação curricular Curriculum Curricular flexibility Autonomy Curricular contextualization and curricular articulation
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação