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A cultura dos professores e a reorganização curricular no 3º ciclo do Ensino Básico
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Orientador(es)
Resumo(s)
Num mundo em mudança, a escola tem de reagir ou entra em crise. Os professores
constituem a chave da mudança educativa, pois esta depende muito da forma como estes a
interpretam e implementam.
A Reorganização Curricular do Ensino Básico veio introduzir a possibilidade de gerir
e flexibilizar o currículo, perspectivando um contexto de mudança, cujo impacto está ainda
por avaliar.
A problemática que suscitou o interesse e que levou ao presente trabalho é bastante
actual, - “Em que medida a Cultura dos Professores viabiliza a mudança curricular implementada
com a Reorganização Curricular no 3º Ciclo do Ensino Básico” - nas escolas enquanto
“palco de acontecimentos”, onde os seus membros “desempenham os seus papéis” como actores.
Partindo desta problemática, procurou-se conhecer a realidade educativa na zona centro
litoral do país, em escolas que possuem o 3º ciclo, mas que fazem parte de Agrupamentos
de Escolas. Para o efeito, realizou-se um estudo onde se procuraram as regularidades e contrastes,
em duas escolas da região centro do país, recorrendo aos professores membros dos
respectivos Conselhos Pedagógicos.
A metodologia de investigação utilizada no projecto foi de índole qualitativa - entrevista
a professores, de análise documental - Projectos Educativos de Agrupamento e a observação
do investigador.
Neste projecto de investigação, as mudanças introduzidas no Sistema Educativo Português
foram registadas em três dimensões: uma referente às “margens de autonomia” conferidas
às escolas pelo poder central; outra centrada no currículo e na importância da sua gestão,
articulação e flexibilização; e a cultura dos professores, as suas práticas, as formas de interacção
e de relacionamento.
In a world of change, school has to fight back or give in. Teachers are the key of education change, as this change strongly depends on the way they understand and put it into practice. The Reorganization of the Curriculum of Primary Teaching allowed the management and flexibility of the curriculum, aiming a context of change, whose impact is still to be examined. The problem that called our attention and led to the making of this work is considerably contemporary, - "In what way the Teacher's Culture allows curriculum changes to occur and their implementation with the Curriculum Reorganization within the Third Cycle of Primary Teaching "- in schools “whereas stage of events”, where their members “play roles” as actors. Beginning with this problem, we tried to establish contact with the education reality in the western central region of the country, in schools that include the third cycle, but that are part of School Groupings. To do so, a study was conducted to figure out the similarities and differences between two schools of the central region of the country, with the collaboration of the teachers that were members of their respective Pedagogical Councils. The investigation methodology used in our project has been mainly qualitative - teacher interviews and document analysis - Teaching Project Groups and the researcher observation. In our research project, changes in the Portuguese Teaching System have been considered in three dimensions: the former referring to the limits of autonomy given to schools by the government; the second focusing the curriculum and the importance of its management, articulation and flexibility; and the last one centring on the culture of the teachers, the methods they use, and the ways they interact and relate to each other.
In a world of change, school has to fight back or give in. Teachers are the key of education change, as this change strongly depends on the way they understand and put it into practice. The Reorganization of the Curriculum of Primary Teaching allowed the management and flexibility of the curriculum, aiming a context of change, whose impact is still to be examined. The problem that called our attention and led to the making of this work is considerably contemporary, - "In what way the Teacher's Culture allows curriculum changes to occur and their implementation with the Curriculum Reorganization within the Third Cycle of Primary Teaching "- in schools “whereas stage of events”, where their members “play roles” as actors. Beginning with this problem, we tried to establish contact with the education reality in the western central region of the country, in schools that include the third cycle, but that are part of School Groupings. To do so, a study was conducted to figure out the similarities and differences between two schools of the central region of the country, with the collaboration of the teachers that were members of their respective Pedagogical Councils. The investigation methodology used in our project has been mainly qualitative - teacher interviews and document analysis - Teaching Project Groups and the researcher observation. In our research project, changes in the Portuguese Teaching System have been considered in three dimensions: the former referring to the limits of autonomy given to schools by the government; the second focusing the curriculum and the importance of its management, articulation and flexibility; and the last one centring on the culture of the teachers, the methods they use, and the ways they interact and relate to each other.
Descrição
Tese de Mestrado em Ciências da Educação (Área de Especialização em Teoria e Desenvolvimento Curricular) apresentada à Universidade de Lisboa através da Faculdade de Psicologia e de Ciências da Educação, 2005
Palavras-chave
Teses de mestrado - 2005 Mudança Reorganização curricular Currículos Autonomia