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Os professores e o currículo : percepções e níveis de intervenção dos professores do ensino básico no desenvolvimento curricular
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Abstract(s)
Centramos este projecto de investigação na relação do professor com o desenvolvimento curricular procurando identificar o modo como esta se processa na prática docente. Pretendemos, desta forma, conhecer o modo como é interpretado o currículo por parte dos professores do Ensino Básico bem como a que nível se processa a sua participação no desenvolvimento curricular.
As opções metodológicas desta investigação passaram por um estudo de caso qualitativo privilegiando a abordagem descritiva e analítica. Para o inquérito por questionário a amostra correspondeu a todos os docentes que leccionaram as disciplinas de Língua Portuguesa, Matemática e Ciências da Natureza do 3º ciclo do Ensino Básico
das escolas seleccionadas e para o inquérito por entrevista a amostra incluiu os coordenadores dos departamentos curriculares e os Presidentes dos Conselhos Executivos dessas escolas.
No que diz respeito ao conceito de currículo, os conteúdos programáticos assumem um papel de destaque sendo, frequentemente, associado à ideia de plano de estudos.
A participação dos professores nas diferentes fases de desenvolvimento dos projectos curricular e educativo de escola é praticamente inexistente sendo apontadas diversas razões para o justificar, nomeadamente o carácter obrigatório e burocrático dos mesmos, a desmotivação, a dificuldade em existir um trabalho colaborativo entre os professores e o facto de considerarem que estes projectos nada acrescentam e/ou melhoram a sua prática docente.
Parece-nos haver ainda um longo caminho a percorrer no sentido da valorização
destes projectos e do envolvimento efectivo dos docentes nos processos de decisão,assumindo o seu papel de gestor curricular.
We focused this investigation project in the relationship between the teacher and the curriculum development, trying to identify how this happens in the teacher practice. This way, we intent to know how the curriculum is understood by the 7th to 9th grade teachers, as also in which level their participation in the curriculum development is proceeded. The methodological options of this investigation went through the study of aqualitative case, privileging the analytical and descriptive approach. To the inquiry by questionnaire, the sample included all the teachers who taught the subjects of Portuguese Language, Mathematics and Sciences of Nature from 7th to 9th grade of the selected schools and for the questionnaire by interview the sample included the Curriculum Department's Coordinators and the Headmasters of the School Board. In what concerns the concept of curriculum, the programmatic contents take a very important role being many times associated with the idea of studying schedules. The participation of teachers in the different phases of development of curriculum and educational school projects is nearly non existent, being several reasons pointed out to justify that, namely the obligatory and bureaucratic way of them, the lack of motivation, the difficulty in achieving a collaborative work among teachers and the fact that they consider these projects add nothing and/or don't improve their teaching practice. It seems to us that there is still a long way to go in order to value these projects and to achieve the effective development of teachers in the decision taking processes,assuming their role of the curriculum manager.
We focused this investigation project in the relationship between the teacher and the curriculum development, trying to identify how this happens in the teacher practice. This way, we intent to know how the curriculum is understood by the 7th to 9th grade teachers, as also in which level their participation in the curriculum development is proceeded. The methodological options of this investigation went through the study of aqualitative case, privileging the analytical and descriptive approach. To the inquiry by questionnaire, the sample included all the teachers who taught the subjects of Portuguese Language, Mathematics and Sciences of Nature from 7th to 9th grade of the selected schools and for the questionnaire by interview the sample included the Curriculum Department's Coordinators and the Headmasters of the School Board. In what concerns the concept of curriculum, the programmatic contents take a very important role being many times associated with the idea of studying schedules. The participation of teachers in the different phases of development of curriculum and educational school projects is nearly non existent, being several reasons pointed out to justify that, namely the obligatory and bureaucratic way of them, the lack of motivation, the difficulty in achieving a collaborative work among teachers and the fact that they consider these projects add nothing and/or don't improve their teaching practice. It seems to us that there is still a long way to go in order to value these projects and to achieve the effective development of teachers in the decision taking processes,assuming their role of the curriculum manager.
Description
Dissertação de Mestrado em Supervisão Pedagógica apresentada à Universidade Aberta
Keywords
Projeto Educativo de Escola Professores Desenvolvimento do curriculum Papel do professor Curriculum Curriculum development Educational project Curriculum project Participation
Citation
Ferreira, Isabel Lacerda - Os professores e o currículo [Em linha] : percepções e níveis de intervenção dos professores do ensino básico no desenvolvimento curricular. Lisboa : [s.n.], 2010. 233 p.