Portuguese All-Day Schooling: improving social and educational policies
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Data
2018
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Editora
Edições Universitárias Lusófonas.
Resumo
In the last decade, acknowledging the need to guarantee the guard of all chil dren, as well as to ensure equal opportunities for academic success to the child ren and adolescents from socio-economic disadvantaged backgrounds, several European countries have implemented policies and programmes which led to the introduction of ‘all-day schooling’, i.e., to the expansion of school time.
Amongst these countries were Germany (Reh, Rabenstein & Fritzche, 2011; Pfeifer & Holtappels, 2008; den Besten, 2010; Schnniter & Häselhorff, n.d.) and Portugal. This study aimed to evaluate the scope of the political measures associated with all-day schooling as it was implemented in Portugal by the AEC programme and put into practice in 2009/2010. The two fundamental dimensions of
its means of operating were identified: the political and the curricular. The study focuses on two cases of different local decision.
Descrição
Originally published:
Martins, J. , Mouraz, A., Vale, A.(2015). “Portuguese All-Day Schooling: improving
social and educational policies”. International Electronic Journal of Elementary Education,
Vol.7, Issue 2, 199-216. _ Jornal Internacional com indexação na Scopus.
Palavras-chave
EDUCAÇÃO, ESCOLARIDADE, POLÍTICA SOCIAL, POLÍTICA EDUCATIVA, ESCOLAS, EDUCATION, SCHOOLING, SOCIAL POLICY, EDUCATIONAL POLICY, SCHOOLS
Citação
Martins, J., Vale, A. & Mouraz, A. (2018).Portuguese All-Day Schooling: improving social and educational policies. In A. Teodoro (Ed.), Beyond Mirrors: Research Pathways (CeiED 2013-2017), (pp. 138-155). Edições Universitárias Lusófonas