| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 168.13 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente trabalho teve como principal objetivo mapear o currículo, procurando analisar a estrutura, as (in)coerências e (des)articulações das Aprendizagens Essenciais (AE) das diferentes áreas disciplinares do 1.º ciclo do Ensino Básico. Para tal, procedeu-se a uma análise comparativa das AE no 1º ciclo do Ensino Básico. Os resultados evidenciam que, apesar de uma harmonização dos documentos, ao nível da estrutura e do design, há diferenças relevantes ao nível da organização e extensão das AE, ao nível da lógica subjacente à elaboração das ações estratégicas de ensino do professor, assim como da articulação entre as aprendizagens essenciais, as ações de ensino e os descritores do perfil do aluno. As diferenças encontradas podem justificar as fragilidades reportadas pelos professores, nos processos de decisão e gestão curricular e parecem ser
o reflexo da ausência de entendimentos comuns entre as diversos equipas de autores das AE.
The main objective of this work is to map the curriculum of the different subject areas of the 1st cycle of Basic Education, seeking to analyze the structure, (in) coherencies and (dis)articulations of Essential Learning (EL). To this end, it conducted a comparative analysis of ELs in the 1st cycle of Basic Education. The results show that, despite a harmonization of the documents, in terms of structure and design, there are relevant differences in terms of the organization and extension of the ELs, in terms of the logic underlying the elaboration of the teacher's strategic teaching actions, as well as the articulation between essential learning, teaching actions and descriptors of the student's profile. The differences identified may explain the weaknesses reported by teachers in decision-making and curriculum management processes and seem to reflect the lack of common understandings between the different teams of EL authors.
The main objective of this work is to map the curriculum of the different subject areas of the 1st cycle of Basic Education, seeking to analyze the structure, (in) coherencies and (dis)articulations of Essential Learning (EL). To this end, it conducted a comparative analysis of ELs in the 1st cycle of Basic Education. The results show that, despite a harmonization of the documents, in terms of structure and design, there are relevant differences in terms of the organization and extension of the ELs, in terms of the logic underlying the elaboration of the teacher's strategic teaching actions, as well as the articulation between essential learning, teaching actions and descriptors of the student's profile. The differences identified may explain the weaknesses reported by teachers in decision-making and curriculum management processes and seem to reflect the lack of common understandings between the different teams of EL authors.
Description
Keywords
Currículo Aprendizagens essenciais Perfil do aluno Gestão curricular.
Pedagogical Context
Citation
Valente, B., & Leite, T. (2024). (In)coerências e (Des)articulações nas AE das Diferentes Áreas Disciplinares do 1.º CEB. Revista Portuguesa De Pedagogia, 58, e58002.