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Currículo oculto : a ligação entre as aprendizagens formais e não formais : estudo de caso
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Abstract(s)
Esta tese pretendeu despertar consciências, indicando o caminho para o aproveitamento de potencialidades que a presença organizada, sistemática e motivada no espaço escolar de todos os seus intervenientes origina.
O estudo situa-se no âmbito das aprendizagens formais e não formais e o nível de ligação que existe entre as mesmas, sendo o foco de interesse as atividades, clubes e projetos desenvolvidos na escola Dr. João de Barros no concelho da Figueira da Foz. Esta desenvolveu nos últimos anos uma forte dinâmica organizacional, pedagógica e comunitária e vem participando, de forma significativa, em concursos, projetos e atividades, tanto a nível local, como a nível nacional e internacional. Estudaram-se processos organizativos e comunicacionais a nível das lideranças que se encontram implícitas no currículo oculto presente nas atividades referidas, procurando compreender a interligação entre as aprendizagens formais e não formais e a que nível a mesma se situa.
O estudo enquadra-se no paradigma da investigação-ação focado no propósito de disponibilizar informação relevante no esforço de promover a mudança e a melhoria da escola a partir da própria escola (Dana, 2009). Desenvolveu-se um plano de recolha de dados que envolveu a aplicação de questionários a docentes, alunos e encarregados de educação, a realização de entrevistas a professores envolvidos há muitos anos na dinâmica das aprendizagens proporcionadas em clubes e projetos desenvolvidos na escola e a análise de múltiplos documentos e artefactos.
Os resultados apontam para o desenvolvimento de práticas que integram de modo equilibrado aprendizagens formais e não formais reforçando competências necessárias ao desenvolvimento integral dos alunos. Neste propósito, enunciam-se recomendações que visam expandir essa abordagem e propõe-se a noção de currículo envolvente que se fundamenta na interligação dessas práticas.
This thesis aimed to raise awareness, pointing the way to the exploitation of the full potential that an organized, systematic and motivated presence of all school intervenients originates. The study looked at formal and non-formal learning as well as the level of connection that may exist between both, with our main focus being on activities, clubs and projects developed at Dr. João de Barros School in Figueira da Foz. In recent years, this school has developed strong organizational, educational and community dynamics and has participated significantly in competitions, projects and activities not only at local but also at national and international levels. We studied leader level organizational and communicational processes that are implicit in the "hidden curriculum" present in the mentioned activities, with the intent of understanding the link between formal and non-formal learning and at what level the same lies. The study used an action research paradigm focused on the purpose of providing relevant information in the effort to promote the change and improvement of the school from within the school itself (Dana, 2009). A data collection plan was developed. It involved the application of questionnaires to teachers, pupils and student’s parents; interviews to teachers who are for many years involved in the dynamics provided by clubs and projects developed at the school and the analysis of multiple documents and artifacts. The results point towards the development of practices that integrate in a balanced manner both formal and non-formal learning, reinforcing the skills necessary for the integral development of the students. In this regard, recommendations are presented that aim to expand this approach and propose the notion of an inclusive curriculum that is based on the interconnection of these practices.
This thesis aimed to raise awareness, pointing the way to the exploitation of the full potential that an organized, systematic and motivated presence of all school intervenients originates. The study looked at formal and non-formal learning as well as the level of connection that may exist between both, with our main focus being on activities, clubs and projects developed at Dr. João de Barros School in Figueira da Foz. In recent years, this school has developed strong organizational, educational and community dynamics and has participated significantly in competitions, projects and activities not only at local but also at national and international levels. We studied leader level organizational and communicational processes that are implicit in the "hidden curriculum" present in the mentioned activities, with the intent of understanding the link between formal and non-formal learning and at what level the same lies. The study used an action research paradigm focused on the purpose of providing relevant information in the effort to promote the change and improvement of the school from within the school itself (Dana, 2009). A data collection plan was developed. It involved the application of questionnaires to teachers, pupils and student’s parents; interviews to teachers who are for many years involved in the dynamics provided by clubs and projects developed at the school and the analysis of multiple documents and artifacts. The results point towards the development of practices that integrate in a balanced manner both formal and non-formal learning, reinforcing the skills necessary for the integral development of the students. In this regard, recommendations are presented that aim to expand this approach and propose the notion of an inclusive curriculum that is based on the interconnection of these practices.
Description
Keywords
Liderança Educação formal Educação não formal Currículo oculto Investigação ação Escola Inovação Relações interpessoais Estudo de casos Figueira da Foz Parallel curriculum Formal learning Informal learning Innovation pedagogy
Citation
Matos, Adelino Mário Graça - Currículo oculto [Em linha]: a ligação entre as aprendizagens formais e não formais : estudo de caso. [S.l.]: [s.n.], 2018. 2 vols.