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Mapeando o(s) futuro(s) da educação: uma tabela periódica de competências para o século XXI
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| 3.22 MB | Adobe PDF |
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Abstract(s)
Num mundo globalizado e em constante mutação surge a exigência de um currículo adaptado às vigentes necessidades educativas. Embora muito se debata sobre as competências que devem ser fomentadas no âmbito de uma educação para o desenvolvimento sustentável, existe pouco suporte empírico que ajude a responder à questão da sua materialização no currículo. Assim sendo, a presente investigação centrase na análise de diversas propostas de competências essenciais para o século XXI particularizando o contexto educativo português. Abraçando um quadro interpretativista construtivista, o estudo adota uma abordagem qualitativa. Assim sendo, e uma vez empregando metodologia de análise de conteúdo documental, explora um conjunto diversificado de artigos e referencias nacionais e internacionais relativos às competências para o século XXI. Os objetivos prendem-se em primeiro lugar com o delineamento de perspetivas e propostas das organizações globais e nacionais relativamente às competências para o século XXI. Em segundo lugar, procura propor um quadro de síntese derivado da análise documental, oferecendo orientações práticas para a reestruturação curricular. A importância do estudo repercute nas políticas educativas e nos cenários de prática, não só em Portugal, mas também à escala global, pretendendo oferecer uma base convincente para informar as decisões políticas e as reformas educativas orientadas para a promoção do desenvolvimento inclusivo e sustentável. Além disso, o quadro de síntese que se propõe apesentar, assume-se promissor enquanto ferramenta pragmática para educadores e criadores de currículos que se esforçam por adaptar as práticas pedagógicas para satisfazer as exigências em evolução do século XXI.
In a globalized and ever-changing world, there is a demand for a curriculum adapted to current educational needs. While much debate revolves around the skills that should be fostered within an education for sustainable development, there is little empirical support to answer how these skills should be implemented in the curriculum. Therefore, this research focuses on analysing various proposals of essential skills for the 21st century in the context of Portuguese education. Embracing an interpretivist constructivist framework, this study adopts a qualitative approach. Thus, employing documentary content analysis methodology explores a diverse set of national and international articles and references related to 21st-century skills. The objectives are first and foremost focused on outlining perspectives and proposals from global and national organizations regarding 21st-century skills. Secondly, it aims to propose a synthesis framework derived from document analysis that offers practical guidelines for curricular restructuring. The significance of this study resonates in educational policies and practice scenarios not only in Portugal but also at a global scale aiming to provide compelling grounds for informing policy decisions as well as educational reforms geared towards promoting inclusive sustainable development. Moreover, the proposed synthesis framework assumes promising potential as a pragmatic tool for educators and curriculum developers striving to adapt pedagogical practices to meet the evolving demands of the 2sthcentury.
In a globalized and ever-changing world, there is a demand for a curriculum adapted to current educational needs. While much debate revolves around the skills that should be fostered within an education for sustainable development, there is little empirical support to answer how these skills should be implemented in the curriculum. Therefore, this research focuses on analysing various proposals of essential skills for the 21st century in the context of Portuguese education. Embracing an interpretivist constructivist framework, this study adopts a qualitative approach. Thus, employing documentary content analysis methodology explores a diverse set of national and international articles and references related to 21st-century skills. The objectives are first and foremost focused on outlining perspectives and proposals from global and national organizations regarding 21st-century skills. Secondly, it aims to propose a synthesis framework derived from document analysis that offers practical guidelines for curricular restructuring. The significance of this study resonates in educational policies and practice scenarios not only in Portugal but also at a global scale aiming to provide compelling grounds for informing policy decisions as well as educational reforms geared towards promoting inclusive sustainable development. Moreover, the proposed synthesis framework assumes promising potential as a pragmatic tool for educators and curriculum developers striving to adapt pedagogical practices to meet the evolving demands of the 2sthcentury.
Description
Keywords
Currículo Competências para o século XXI Referencial de competências Curriculum Skills for the 2lst Century Competency framework
Citation
Borges, Irina Romina Gomes - Mapeando o(s) futuro(s) da educação [Em linha]: uma tabela periódica de competências para o século XXI. [S.l.]: [s.n.], 2024. 212 p.