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- Policies of accountability in PortugalPublication . Seabra, Filipa; Morgado, José Carlos; Pacheco, José A.This communication stems from the global/local method proposed by Pinar (2006) for analysing changes that have affected curricular development in Portugal in the globalised context. It is argued that the most evident effects of globalisation on current curricular changes relate to homogenisation and standardisation (Anderson-Levitt, 2008), intersected by key concepts, such as accountability, good practices, quality, efficiency, evaluation and testing, amongst others, even though heterogeneity of practices persists. In Portugal, the political agenda has suffered a two-fold pressure – on one side, from globalisation and transnationalisation and, on the other, the trend to Europeanise educational policies – leading to processes of curricular re-centralisation and a performance-oriented culture in schools (Ball, 2004). The concept of accountability is seen as one of the central aspects for understanding this, so this text uses a series of reflective questions, organised in three regulatory dimensions - political, institutional and pedagogical - to analyse the concept of accountability.
- Curriculum field in Portugal: emergence, research, and europeanizationPublication . Pacheco, José A.; Seabra, FilipaThe 2003 International Handbook of Curriculum Research, edited by William Pinar, represents, as he says, “the first move in postulating the architecture of a worldwide field of curriculum studies” (Pinar, 2003, p. 1). In this new academic world, curricularists have two new tasks: the first task is to begin an international dialogue, a “complicated conversation that is the internationalisation of curriculum studies and the formation of a worldwide field” (Ibid., p. IX); the second task is to create a movement “toward the internationalization of curriculum studies” because, as he recognises, writing notes on the state of the field, “internationalization” is one of those specialisations in which the curriculum studies field is organised (Pinar, 2007, p. XXV). If internationalisation does not mean globalisation, we’ll be careful to analyze its signification, namely when globalisation is a movement towards uniformatisation and standardisation of decisions’ criteria concerned with knowledge and learning outcomes, having as a guideline the purpose to create more similarities than differences among schools. In a time of meaningful change, globalisation means increasing homogenisation and leads us to this question: “Are curriculum and instruction in fact becoming more similar around the world? ” (Anderson-Levitt, 2008, p. 349). The answer must be multiple, and any perspective will include the study of the national as category-in-change. The cross-national study of curriculum is a first step to understanding the global changes and to recognizing how the national is intersected by international parameters. In this text, we take as a starting point the mapping of Portuguese perspectives, focusing on four main aspects, contributing to the intellectual history of the curriculum field in Portugal, and thus to its disciplinarity through the establishment of a nationally distinctive curriculum studies field (Pinar, 2007). The first of these aspects regards the genesis of the curriculum field in Portugal. We intend to analyze the conditions of its emergence, related to a school-based curricular tradition and its consolidation through an academic curricular tradition. Secondly, we will refer to the development of curriculum research, approached from the perspective of three cycles: the political, academic, and institutional cycles. Thirdly, we will direct our attention towards the process of Europeanisation that has been taking place in recent years. Because Portugal is a semi-peripheral country, the European agenda has a strong and incisive impact in educational policies. Lastly, we will focus on the didactisation1 that has been a focal point for the return of the curriculum field to neo-Tylerian approaches, stressing the resignification and commodification of school knowledge. As we foresee, the discussion on the curriculum field will be increasingly influenced by “standards,” we believe the study of the genesis and consolidation of an international curriculum field may contribute not only to analyses focused on specific settings, but also for the construction of an international field built upon the diversity and the recognition of realities, that, in many ways, are intersected.
- Teaching students with learning difficulties or disabilities: regular education teachers’ professional development and practicesPublication . Inês, Helena; Pacheco, José A.; Abelha, Marta; Seabra, FilipaThis article focuses on how curricular and pedagogical differentiation for students of special education is perceived by teachers of the second cycle of basic education in Portugal. The objectives of this research were (i) to inquire about the teachers’ perceptions regarding their training path and their training needs; (ii) to characterize the teaching practices of teachers, aimed at students of special education; and (iii) to learn the perceptions of these teachers regarding their curricular and pedagogical practices directed at students of special education—this called for an interpretative methodology. The data were collected through semi-structured interviews and subjected to content analysis. The results indicate a widespread concern with teachers’ current professional development and the management of diversity. The respondents’ perceptions, shown as favorable to change, are in line with personalized work, enhancing visible contributions to students’ personal and social development.
- Currículo de formação docente de 2.º CEB, professor inclusivo e gestão de diversidadesPublication . Inês, Helena; Seabra, Filipa; Pacheco, José A.O artigo resulta de uma pesquisa de doutoramento em Ciências da Educação pela Universidade do Minho (especialidade de Desenvolvimento Curricular), apoiada pela Fundação para a Ciência e a Tecnologia (SFRH/BD/136655/2018) e centrada na formação inicial e contínua dos professores do 2.º Ciclo do Ensino Básico (CEB) para a gestão curricular em resposta às diversidades, particularmente aos alunos com necessidades de aprendizagem ou incapacidades. Pretendemos analisar os normativos e as orientações que têm vindo a nortear os currículos de formação inicial e contínua de professores de 2.º CEB, problematizando esses dados face à gestão curricular e pedagógica apropriada de diversidades que atualmente caracterizam as salas de aulas do ensino regular público. Recorremos a uma metodologia de caráter interpretativo, com recursos mistos. Os dados aqui expostos foram recolhidos por pesquisa documental. Assim, apresentamos um apontamento histórico-legal sobre a formação inicial e contínua dos professores do 2.º CEB, questionamos qual o professor que a escola inclusiva do séc. XXI demanda, com consequências para a formação de que este profissional necessita com vista à gestão efetiva das diversidades, salientando o seu papel fundamental como ator curricular. A análise salienta a relação umbilical necessária entre a formação docente e o desenvolvimento de práticas mais inclusivas, assim como a convergência desses eixos numa figura emblemática do ato educativo: o professor. Nesta lógica, a tríade- formação docente, professor, gestão de diversidades- revela-se indissociável.