Articulação curricular num agrupamento de escolas vertical
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2015
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Um dos problemas identificado na literatura e em estudos científicos em educação
é a articulação curricular. Considera-se que as escolas/agrupamentos deviam investir mais
na articulação curricular, por ser um fator necessário para promover a qualidade da
educação.
A articulação entre ciclos é uma temática que adquiriu, nos nossos dias, um lugar
de destaque no sistema educativo pela necessidade de implementar espaços colaborativos,
de intercâmbio entre os diversos níveis de escolaridade, para que as transições entre si se
tornem processos mais harmoniosos e promovam a sequencialidade do processo de ensinoaprendizagem,
sem esquecermos o intercâmbio entre grupos disciplinares como uma mais
valia para a educação global.
Com esta investigação pretendemos descrever e analisar de que forma se
organiza um agrupamento vertical para potenciar/fomentar a articulação curricular.
Neste contexto, o problema do nosso estudo tem em consideração a dinâmica de
trabalho nos departamentos curriculares, o papel dos gestores de topo e intermédios, no
processo de conceção e implementação do projeto educativo da escola, nomeadamente,
nas formas de interação entre os professores, para promover a articulação curricular o que
pressupõe também as dificuldades que se colocam aos processos de articulação, bem como
das condições facilitadoras a essas práticas e as oportunidades de melhoria.
Optou-se por realizar um estudo de caso dentro do paradigma qualitativo, com
recurso a dados quantitativos, de forma a poder estabelecer relações e comparações, a
recolha de dados foi feita através de questionários e entrevistas semiestruturadas e análise
documental.
Os resultados da nossa pesquisa apontam no sentido de que a articulação
curricular neste agrupamento é um campo de estratégico de intervenção, já com um nível de
consolição muito significativo e ainda em desenvolvimento, sobretudo no que diz respeito à
articulação curricular vertical. Existem características dentro deste agrupamento de escolas
vertical, que propiciam o desenvolvimento desta área, sendo uma preocupação de toda a
comunidade escolar que conjugam-se esforços para a sua efectiva realização.
One of the teaching issues identified in literature and on scientific studies is the curricular articulation. One considers that schools / cluster schools should invest more in the curricular articulation as being a factor needed to promote the education quality. The articulation between school stages is a theme that acquired, now-a-days, an important role on our educational system due to the need to implement cooperation areas and due to the exchange between the different school levels. This articulation eases the exchanges and smoothens the process while promotes the sequential teaching-learning process, not least the exchange between subject groups as an added value to the global education. With this research we intend to describe and analyze the way how a vertical cluster schools is organized to empower / boost the curricular articulation. In this context, our study issue has in account the work dynamics on the curricular departments, the top and intermediate managers role on the conception and implementation process of school educational project, namely in what concerns the interaction between teachers to promote the curricular articulation. This includes also the difficulties that arise from the articulation processes as well as the conditions that ease this practices and improvement opportunities. One chooses to perform a case-study within the qualitative model, using quantitative data so that connections and comparisons are possible to be established. The data collection was made through surveys and semi-structured interviews and through documents analysis. Our research results show that the curricular articulation in this cluster schools is a strategic intervention field, already with a significant level of strengthening but still in development, mainly in vertical articulation. This particular vertical cluster of schools has features that allow the development in this area, as being a concern of all school community all the efforts are made to accomplish its goal.
One of the teaching issues identified in literature and on scientific studies is the curricular articulation. One considers that schools / cluster schools should invest more in the curricular articulation as being a factor needed to promote the education quality. The articulation between school stages is a theme that acquired, now-a-days, an important role on our educational system due to the need to implement cooperation areas and due to the exchange between the different school levels. This articulation eases the exchanges and smoothens the process while promotes the sequential teaching-learning process, not least the exchange between subject groups as an added value to the global education. With this research we intend to describe and analyze the way how a vertical cluster schools is organized to empower / boost the curricular articulation. In this context, our study issue has in account the work dynamics on the curricular departments, the top and intermediate managers role on the conception and implementation process of school educational project, namely in what concerns the interaction between teachers to promote the curricular articulation. This includes also the difficulties that arise from the articulation processes as well as the conditions that ease this practices and improvement opportunities. One chooses to perform a case-study within the qualitative model, using quantitative data so that connections and comparisons are possible to be established. The data collection was made through surveys and semi-structured interviews and through documents analysis. Our research results show that the curricular articulation in this cluster schools is a strategic intervention field, already with a significant level of strengthening but still in development, mainly in vertical articulation. This particular vertical cluster of schools has features that allow the development in this area, as being a concern of all school community all the efforts are made to accomplish its goal.
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO NA ÁREA DE ESPECIALIZAÇÃO EM SUPERVISÃO PEDAGÓGICA E FORMAÇÃO DE FORMADORES, EDUCAÇÃO, GESTÃO CURRICULAR, CURRÍCULOS ESCOLARES, SUPERVISÃO, EDUCATION, CURRICULAR MANAGEMENT, SCHOOL CURRICULA, SUPERVISION