Publicação
Desafios à gestão de um currículo socialmente comprometido
| Resumo: | This paper focuses on the role of teachers in relation to the management of the curriculum and to the procedures of learning construction, here understood as a social process of a School responsible for promoting an increasingly global knowledge. Through a qualitative nature research, grounded on the testimony of teachers of the 3rd cycle of basic and secondary education, from schools of the Oporto district, collected in the course of focus-group and semi-structured interviews, we can conclude that teachers who have participated in this study: a) want to take on a more active role in the management and development of the curriculum, and feel the effects that the constrains imposed by a nationally prescribed curriculum, equal for all, have on school results; b) say they value a reflexive and investigative attitude, expressed in the analysis they make of the curriculum as well as in the choice of strategies they say they put into practice in the classroom; c) transmit a discourse that is attentive regarding the role of the school as a mechanism able to generate social justice and citizenship education in its students; d) consider that initial education is insufficient when taking into account the challenges education and school institutions have to deal with. |
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| Autores principais: | Barroso, Margarida |
| Outros Autores: | Leite, Carlinda |
| Assunto: | Currículo Gestão curricular Papel dos professores na gestão do currículo Currículo Gerencia curricular Papel de los profesores en la gerencia del currículo Curriculum Curricular management Teachers’ role in curriculum management |
| Ano: | 2011 |
| País: | Portugal |
| Tipo de documento: | artigo |
| Instituição associada: | Universidade de Aveiro Centro de Investigação Didática e Tecnologia na Formação de Formadores |
| Idioma: | português |
| Origem: | Indagatio Didactica |
| Resumo: | This paper focuses on the role of teachers in relation to the management of the curriculum and to the procedures of learning construction, here understood as a social process of a School responsible for promoting an increasingly global knowledge. Through a qualitative nature research, grounded on the testimony of teachers of the 3rd cycle of basic and secondary education, from schools of the Oporto district, collected in the course of focus-group and semi-structured interviews, we can conclude that teachers who have participated in this study: a) want to take on a more active role in the management and development of the curriculum, and feel the effects that the constrains imposed by a nationally prescribed curriculum, equal for all, have on school results; b) say they value a reflexive and investigative attitude, expressed in the analysis they make of the curriculum as well as in the choice of strategies they say they put into practice in the classroom; c) transmit a discourse that is attentive regarding the role of the school as a mechanism able to generate social justice and citizenship education in its students; d) consider that initial education is insufficient when taking into account the challenges education and school institutions have to deal with. |
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