A articulação curricular no ensino do inglês entre o 1º e 2º ciclos do ensino básico : perceções de professores
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2020
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Na comunidade escolar e educativa, tendo em conta a legislação em vigor bem como a literatura existente neste domínio, a articulação curricular entre ciclos de ensino é arrogada como muito relevante e inferida como facilitadora das transições educativas, promotora da sequencialidade educativa e do sucesso dos alunos. No entanto, a organização escolar, apesar da autonomia e flexibilização curricular implementadas, mantém-se igual há décadas.
O objetivo geral deste estudo, é, então, analisar as perceções dos docentes dos grupos de Inglês do 1º e 2º CEB relativamente ao processo de articulação curricular, como promotora do seu desenvolvimento profissional. Optou-se por uma metodologia qualitativa, recorrendo à entrevista estruturada como instrumento da recolha de dados, configurando um Estudo de Caso. O tratamento dos dados qualitativos foi efetuado com recurso ao software WebQDA, e a sua análise insere-se numa perspetiva descritiva e interpretativa.
Os resultados obtidos permitem concluir que os professores do 1º e 2º CEB reconhecem as vantagens e a necessidade da articulação curricular na transição para a promoção do sucesso educativo dos alunos. No entanto, mostram conhecer, com pouca profundidade, os normativos legais e reconhecem praticar a articulação mais no âmbito da concretização de atividades comuns. São enumerados constrangimentos como a conciliação de horários e o excesso da burocracia para uma efetiva articulação, sendo que os professores do 2º CEB mostram mais reservas quanto à articulação curricular, reconhecem que o trabalho colaborativo deveria ser uma prática mais consolidada.
Assim, apesar da autonomia e flexibilidade curricular, o desafio do desenvolvimento profissional, em colaboração, mantém-se.
In the school and educational community, considering the current legislation, as well as the existing literature in this area, the curricular articulation between teaching cycles is considered very relevant and inferred to ease educational transitions, promoting educational sequence and student success. However, the school organization, despite the autonomy and curricular flexibility implemented, has remained the same for decades. The general objective of this study is, then, to analyse 1st and 2nd CEB English teacher’s perceptions regarding the curricular articulation process, as a promoter of their professional development. We opted for a qualitative methodology, configuring a Case Study, using structured interviews as an instrument of data collection. The facilities to process the qualitative data was performed using webQDA software and its analysis is part of a descriptive and interpretative perspective. The results obtained allow us to conclude that teachers of the 1st and 2nd CEB recognize the needs and advantages of curricular articulation in the transition process in order to promote student’s educational success. However, they show that their knowledge regarding the legal regulations is not very thorough and recognize to practice the articulation more in the context of the realization of common activities. Constraints such as the reconciliation of schedules and the excess of bureaucracy for an effective articulation are listed, and the teachers of the 2nd CEB, who show more reservations about the curricular articulation, recognize that collaborative work should be a more consolidated practice. Thus, despite autonomy and curricular flexibility, the challenge of professional development, in collaboration, remains.
In the school and educational community, considering the current legislation, as well as the existing literature in this area, the curricular articulation between teaching cycles is considered very relevant and inferred to ease educational transitions, promoting educational sequence and student success. However, the school organization, despite the autonomy and curricular flexibility implemented, has remained the same for decades. The general objective of this study is, then, to analyse 1st and 2nd CEB English teacher’s perceptions regarding the curricular articulation process, as a promoter of their professional development. We opted for a qualitative methodology, configuring a Case Study, using structured interviews as an instrument of data collection. The facilities to process the qualitative data was performed using webQDA software and its analysis is part of a descriptive and interpretative perspective. The results obtained allow us to conclude that teachers of the 1st and 2nd CEB recognize the needs and advantages of curricular articulation in the transition process in order to promote student’s educational success. However, they show that their knowledge regarding the legal regulations is not very thorough and recognize to practice the articulation more in the context of the realization of common activities. Constraints such as the reconciliation of schedules and the excess of bureaucracy for an effective articulation are listed, and the teachers of the 2nd CEB, who show more reservations about the curricular articulation, recognize that collaborative work should be a more consolidated practice. Thus, despite autonomy and curricular flexibility, the challenge of professional development, in collaboration, remains.
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Orientação: Carla Dimitre Dias Alves
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, CURRÍCULOS ESCOLARES, ORGANIZAÇÃO ESCOLAR, SUCESSO ESCOLAR, PROFESSORES, ENSINO DA LÍNGUA INGLESA, EDUCATION, SCHOOL CURRICULA, SCHOOL ORGANIZATION, SCHOOL SUCCESS, TEACHERS, ENGLISH LANGUAGE TEACHING