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Authors
Advisor(s)
Abstract(s)
A escola que hoje conhecemos e que oferecemos às nossas crianças parece demonstrar um desajuste significativo daquilo que a sociedade procura dos seus cidadãos. A diversidade de alunos e a necessidade de os levar a atingir o sucesso escolar, obriga a instituição escolar a dar respostas muito mais particularizadas sem que o sistema educativo esteja preparado para oferecer essa formação aos seus alunos.
Com base nestas premissas, surge o Projeto-piloto de Inovação Pedagógica com o intuito de promover o sucesso escolar, correspondendo o seu ensino à aquisição de aprendizagens significativas para todos os alunos, através da otimização da autonomia das escolas na conceção e adoção de projetos educativos próprios. Esta transformação deverá incidir não só na sala de aula mas também na própria gestão organizacional e pedagógica que representa o alinhamento do sistema educativo de forma global.
Este estudo centra-se no conhecimento e compreensão de todos os elementos significativos deste princípio metodológico, identificando as conceções e práticas que suportam a flexibilidade curricular.
O trabalho desenvolveu-se através de um estudo de caso, centrando-se no diretor, em duas professoras de 1.º CEB e em duas professoras de 2.º CEB do mesmo agrupamento de Escolas. Como metodologia de recolha dos dados foram utilizadas as técnicas da entrevista e da análise documental.
Conclui-se que a escola necessita adotar um conjunto de dinâmicas inerentes ao processo de flexibilidade curricular, estando nas mãos do corpo docente o trabalho mais complexo e que permitirá atingir os objetivos propostos. No entanto os professores revelam algumas dificuldades a este nível, ao contrário dos alunos que rapidamente se conseguem adaptar a esta metodologia. Mais uma vez, a escola deverá estar abrangida por uma visão comum e capacitar todos os seus agentes no sentido evolutivo.
ABSTRACT The school as we know today and that we offer to our children seems to show a significant mismatch compared to what society is expecting from its citizens.The diversity among the students and the need to lead them to achieve school success, obliges the school institution to provide much more specific answers without the education system being prepared to offer this training to its students. Based on these premises, the Pedagogical Innovation Pilot-Project emerges with the aim of promoting school success, corresponding its teaching to the acquisition of significant learning for all students, through the optimization of the autonomy of schools in the design and adoption of their own educational projects. This transformation should focus, not only in the classroom, but also in their own organizational and pedagogical management, which represents the alignment of the education system in a global way. This study focuses on the knowledge and understanding of all the significant elements of this methodological principle, identifying the conceptions and practices which support curriculum flexibility. This work was developed through a case study, focusing on the Director of the school, two teachers of the 1st cycle of basic education and two of the 2nd cycle of basic education, from the same school group. As a methodology for data collection, were used interview techniques and document analysis. It is concluded that the school needs to adopt a set of dynamics belonging to the process of curriculum flexibility, being in the hands of the teaching staff the most complex work that will allow them to reach the proposed objectives. However, teachers reveal some difficulties at this level, unlike students who quickly adapt to this methodology. Once again, the school must be covered by a common vision and train all its agents in the evolutionary sense.
ABSTRACT The school as we know today and that we offer to our children seems to show a significant mismatch compared to what society is expecting from its citizens.The diversity among the students and the need to lead them to achieve school success, obliges the school institution to provide much more specific answers without the education system being prepared to offer this training to its students. Based on these premises, the Pedagogical Innovation Pilot-Project emerges with the aim of promoting school success, corresponding its teaching to the acquisition of significant learning for all students, through the optimization of the autonomy of schools in the design and adoption of their own educational projects. This transformation should focus, not only in the classroom, but also in their own organizational and pedagogical management, which represents the alignment of the education system in a global way. This study focuses on the knowledge and understanding of all the significant elements of this methodological principle, identifying the conceptions and practices which support curriculum flexibility. This work was developed through a case study, focusing on the Director of the school, two teachers of the 1st cycle of basic education and two of the 2nd cycle of basic education, from the same school group. As a methodology for data collection, were used interview techniques and document analysis. It is concluded that the school needs to adopt a set of dynamics belonging to the process of curriculum flexibility, being in the hands of the teaching staff the most complex work that will allow them to reach the proposed objectives. However, teachers reveal some difficulties at this level, unlike students who quickly adapt to this methodology. Once again, the school must be covered by a common vision and train all its agents in the evolutionary sense.
Description
Relatório de Estágio realizado no âmbito da Prática de Ensino Supervisionada II e apresentado à Escola Superior de Educação de Lisboa para obtenção do grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico
Keywords
Aprendizagens significativas Autonomia Diferenciação pedagógica Flexibilidade curricular Autonomy Curriculum flexibility Differentiated pedagogy Significant learning
Citation
Pilar, P. R. C. (2019). Flexibilidade curricular na escola: estudo de caso (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12973
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa