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A implementação do projeto de autonomia e flexibilidade curricular no ensino secundário: uma análise de um processo
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Abstract(s)
O cidadão do século XXI precisa de adquirir um conjunto de competências, de caráter
técnico, pessoal e relacional, que lhe permitam adaptar-se a uma sociedade complexa e em
constante mudança. São grandes os desafios que se colocam aos sistemas educativos, dado
que a escola é o lugar privilegiado para dotar os jovens com as aptidões requeridas. O Projeto
de Autonomia e Flexibilidade Curricular (PAFC) foi pensado para dar resposta àquelas
exigências e de fazer aprender as escolas e os professores a serem agentes ativos do currículo.
Este projeto visou a “promoção de melhores aprendizagens indutoras do desenvolvimento
de competências de nível mais elevado” permitindo a criação de domínios de autonomia
curricular ao nível das áreas disciplinares, disciplinas e respetiva carga horária “de forma
flexível e contextualizada, reconhecendo que o exercício efetivo de autonomia em educação
só é plenamente garantido se o objeto dessa autonomia for o currículo.” (Despacho nº
5908/2017). Muitas escolas aderiram de imediato a esta proposta de flexibilização e
autonomia curriculares, mas constatou-se que o faziam, sobretudo, nos níveis de educação
básica. Conscientes desta circunstância, o presente estudo quis saber como é que uma escola
que só tem ensino secundário implementou o Projeto de Autonomia e Flexibilidade
Curricular. Foram seus objetivos avaliar a eficácia desta política educativa a partir do modo
como os seus atores, num contexto particular, a entenderam e praticaram nos seus eixos
fundamentais. Em termos operativos tratou-se de identificar os desafios, as necessidades e
as oportunidades que se colocaram a todos os atores educativos envolvidos, que no caso
foram as lideranças de topo e intermédias, alguns professores responsáveis pela
implementação do projeto e os representantes dos alunos (delegado e subdelegado das
turmas envolvidas). Em concreto, este é um estudo de caso único, global e exploratório, de
natureza qualitativa, cujos instrumentos de recolha de dados consistem na entrevista
semiestruturada, em grupos focais e na análise documental. Pudemos concluir que a
experiência de inovação ficou muito aquém do que seria possível. Apesar de alguns
resultados que se descrevem obtidos no 1º ano de implementação do projeto, a escola não conseguiu ultrapassar os contratempos que foram surgindo, nem colocar a autonomia e
flexibilidade curricular ao serviço dos alunos e da própria escola.
The 21st century citizen needs to develop a set of technical, personal and relational skills that will enable him to adapt to a complex and constantly changing society. Educational systems face significant challenges as schools are the ideal setting to provide young people with the required skills. The Project for Autonomy and Curriculum Flexibility (PACF) was developed to address these demands and to teach schools and teachers to be active agents of the curriculum. This project aims to promote "better learning that fosters the development of higher-level competencies," allowing for the creation of curricular autonomy domains at the level of academic areas, subjects, and respective workload "in a flexible and contextualized manner, recognizing that the effective exercise of autonomy in education is only fully guaranteed if the object of that autonomy is the curriculum" (Order No. 5908/2017). Many schools immediately adhered to this proposal for curricular flexibility and autonomy, however it was mainly implemented at the basic education levels. Aware of this circumstance, the present study sought to investigate how a school that exclusively offers secondary education implemented the Project of Autonomy and Curricular Flexibility. The study aimed to assess the effectiveness of this educational policy based on how its actors, in a specific context, understood and implemented it in its fundamental axes. In practical terms, it consisted of identifying and pinpointing the challenges, needs, and opportunities faced by all the educational actors involved, which in this case refer to top and intermediate leaderships, some teachers responsible for implementing the project, and student representatives (class delegates and sub-delegates of the classes involved). Specifically, this is a unique, global, and exploratory case study, of a qualitative nature, which employed data collection tools such as semi-structured interviews, focus groups, and documentary analysis. Our finding indicate that this innovative experience fell short of what was possible. Notwithstanding the results obtained in the first year in the 1st year of the project's implementation, the school could not overcome the setbacks that arose or put curricular autonomy and flexibility at the service of the students and the school itself.
The 21st century citizen needs to develop a set of technical, personal and relational skills that will enable him to adapt to a complex and constantly changing society. Educational systems face significant challenges as schools are the ideal setting to provide young people with the required skills. The Project for Autonomy and Curriculum Flexibility (PACF) was developed to address these demands and to teach schools and teachers to be active agents of the curriculum. This project aims to promote "better learning that fosters the development of higher-level competencies," allowing for the creation of curricular autonomy domains at the level of academic areas, subjects, and respective workload "in a flexible and contextualized manner, recognizing that the effective exercise of autonomy in education is only fully guaranteed if the object of that autonomy is the curriculum" (Order No. 5908/2017). Many schools immediately adhered to this proposal for curricular flexibility and autonomy, however it was mainly implemented at the basic education levels. Aware of this circumstance, the present study sought to investigate how a school that exclusively offers secondary education implemented the Project of Autonomy and Curricular Flexibility. The study aimed to assess the effectiveness of this educational policy based on how its actors, in a specific context, understood and implemented it in its fundamental axes. In practical terms, it consisted of identifying and pinpointing the challenges, needs, and opportunities faced by all the educational actors involved, which in this case refer to top and intermediate leaderships, some teachers responsible for implementing the project, and student representatives (class delegates and sub-delegates of the classes involved). Specifically, this is a unique, global, and exploratory case study, of a qualitative nature, which employed data collection tools such as semi-structured interviews, focus groups, and documentary analysis. Our finding indicate that this innovative experience fell short of what was possible. Notwithstanding the results obtained in the first year in the 1st year of the project's implementation, the school could not overcome the setbacks that arose or put curricular autonomy and flexibility at the service of the students and the school itself.
Description
Keywords
Curriculum Desenvolvimento curricular Autonomia Flexibilidade curricular Curriculum development Autonomy Curriculum flexibility
Citation
Pereira, Fernanda Isabel Duarte - A implementação do projeto de autonomia e flexibilidade curricular no ensino secundário: uma análise de um processo [Em linha]. [S.l.]: [s.n.], 2023. 114 p.