As lideranças e a diferenciação curricular inclusiva: que caminhos para a escola do século XXI?
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2010
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Edições Universitárias Lusófonas
Resumo
Com este artigo pretende-se analisar num primeiro momento, o conceito de diferenciação curricular
no plano conceptual e dentro de um quadro de análise que permita aprofundar e clarificar o seu
sentido no contexto da escola para todos e no enquadramento da massificação da escolarização,
fazendo referência à globalização a qual traz novos aspectos para o debate em torno da finalidade
da escola. Analisa-se num segundo momento, o papel da liderança democrática e participativa no
desempenho do binómio curricular (currículo nacional e projectos curriculares) na medida em que
a articulação entre níveis centrais e de escola para o desenvolvimento da diferenciação curricular
inclusiva se constitui como meta indispensável para algo assim. Considera-se nesta perspectiva a
liderança propulsora da diferenciação curricular inclusiva na dimensão da praxis curricular das
escolas e dos professores. Por último relaciona-se esta problemática com a perspectiva da teoria
crítica no quadro de escolas entendidas como boas escolas.
With this article, we firstly want to analyze the concept of curricular differentiation in the conceptual (plane) level and within a framework of analysis which enables to deepen and clarify its meaning in the context of school for everyone and within the delimitation of schooling mass spreading, making references to globalization which brings new aspects to the debate about the aim of schooling. Secondly, we analyse the role (part) of the participative and democratic leadership within the fulfilment of the curricular binomial (national curriculum and curricular projects) as far as the articulation between central and school levels for the development of the inclusive curricular differentiation is a desirable goal to be reached and shared (a reality shared) by the educative community. We consider in that perspective the propellent active? Influential? Leadership of the inclusive curricular differentiation within the dimension of the schools and teachers curricular praxis. At last we relate (relationate) this problematic with the perspective of critical theory within the context of schools (named) identified as good schools.
With this article, we firstly want to analyze the concept of curricular differentiation in the conceptual (plane) level and within a framework of analysis which enables to deepen and clarify its meaning in the context of school for everyone and within the delimitation of schooling mass spreading, making references to globalization which brings new aspects to the debate about the aim of schooling. Secondly, we analyse the role (part) of the participative and democratic leadership within the fulfilment of the curricular binomial (national curriculum and curricular projects) as far as the articulation between central and school levels for the development of the inclusive curricular differentiation is a desirable goal to be reached and shared (a reality shared) by the educative community. We consider in that perspective the propellent active? Influential? Leadership of the inclusive curricular differentiation within the dimension of the schools and teachers curricular praxis. At last we relate (relationate) this problematic with the perspective of critical theory within the context of schools (named) identified as good schools.
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EDUCAÇÃO, EDUCATION, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, LIDERANÇA, LEADERSHIP, DEMOCRACIA, DEMOCRACY, QUALIDADE DA EDUCAÇÃO, EDUCATION QUALITY