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Articulação curricular: inovação pedagógica e mudança educativa
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A escola do séc. XXI depara-se com desafios e inquietações num mundo em constante
perturbação. Reconhece-se que o modelo tradicional de escola e das metodologias
transmissivas não servem as necessidades da sociedade de hoje, mas ainda procuramos a
escola que queremos.
Um ponto é incontornável: a mudança não ocorre sem a mobilização dos docentes.
A articulação curricular e a colaboração docente podem ser forças geradoras de
inovação, na medida em que promovem melhorias nas práticas letivas e por consequência o
sucesso escolar. A colaboração docente combate a incerteza e o individualismo e legitima,
pela força do grupo, a escolha de novos caminhos.
A colaboração permite a aprendizagem e a entreajuda, traduzindo uma perceção
positiva “como experiência de empoderamento e de bem-estar profissional” (Cosme, 2018).
Sendo que as mudanças não acontecem por decreto, é nos normativos que se
validam. O Decreto-Lei nº 55/2018 e outros normativos que lhe sucederam, conferem às
escolas o poder de realizar a gestão curricular à medida do seu projeto educativo.
Algumas escolas têm já percorrido esse caminho, abraçando projetos de inovação,
outras encontram-se em fase de construção de sentidos e percursos. A todas, a colaboração
docente, a partilha e entreajuda são determinantes.
O objetivo desta dissertação é compreender como podem a articulação curricular e a
colaboração docente gerar inovação pedagógica e mudança nas escolas e conhecer
possíveis constrangimentos e potencialidades.
Realizámos um estudo comparativo das perceções dos docentes de dois
agrupamentos distintos acerca desta temática. Para tal utilizou-se uma metodologia mista que
conjugou técnicas de análise de dados recolhidos através de inquéritos por questionário,
realização de entrevistas e consulta documental.
O estudo permitiu concluir que a inovação pedagógica e a mudança destes dois
agrupamentos estão fortemente ligadas à qualidade do trabalho colaborativo, ainda que
seguindo linhas de orientação diferentes.
The XXI century school faces challenges and concerns in a world in constant turmoil. It´s recognized that the traditional model and transmissive methodologies do not serve modern world needs, but we are still looking for the school we want. One point is unavoidable: change does not occur without teachers’ mobilization. The curricular articulation attends to several organizational aspects and pedagogical options that contribute to building a school's culture. The quality of an educational project inevitably needs contribution and acceptance. Curriculum articulation and teaching collaboration can produce innovation, as they promote improvements in teaching practices and school success. Teaching collaboration combats uncertainty and individualism legitimizing, through the strength of the group, the choice of new paths. Collaboration allows peer learning and mutual help, translating a positive perception “as an experience of empowerment and professional well-being” (Cosme, 2018). Changes do not happen by decree; it is in the laws that they are validated. The 55th Law and others that followed, gave schools the power to carry out curriculum management regarding their educational project. Some schools have already followed this innovation path, others are in the process of building meanings and paths. For all of them, joint effort is crucial. This dissertation aims to understand how curricular articulation and teacher collaboration can drive pedagogical innovation and change in schools and to know constraints and potentialities. A comparative study was carried out to find teachers insights from two different schools regarding this theme. For this purpose, a mixed methodology was used, combining data analysis techniques collected through questionnaire surveys, interviews and document consultation. The study led to the conclusion that pedagogical innovation and change in these two groups are strongly linked to collaborative work quality, although following different guidelines.
The XXI century school faces challenges and concerns in a world in constant turmoil. It´s recognized that the traditional model and transmissive methodologies do not serve modern world needs, but we are still looking for the school we want. One point is unavoidable: change does not occur without teachers’ mobilization. The curricular articulation attends to several organizational aspects and pedagogical options that contribute to building a school's culture. The quality of an educational project inevitably needs contribution and acceptance. Curriculum articulation and teaching collaboration can produce innovation, as they promote improvements in teaching practices and school success. Teaching collaboration combats uncertainty and individualism legitimizing, through the strength of the group, the choice of new paths. Collaboration allows peer learning and mutual help, translating a positive perception “as an experience of empowerment and professional well-being” (Cosme, 2018). Changes do not happen by decree; it is in the laws that they are validated. The 55th Law and others that followed, gave schools the power to carry out curriculum management regarding their educational project. Some schools have already followed this innovation path, others are in the process of building meanings and paths. For all of them, joint effort is crucial. This dissertation aims to understand how curricular articulation and teacher collaboration can drive pedagogical innovation and change in schools and to know constraints and potentialities. A comparative study was carried out to find teachers insights from two different schools regarding this theme. For this purpose, a mixed methodology was used, combining data analysis techniques collected through questionnaire surveys, interviews and document consultation. The study led to the conclusion that pedagogical innovation and change in these two groups are strongly linked to collaborative work quality, although following different guidelines.
Descrição
Palavras-chave
Articulação curricular Colaboração Inovação pedagógica Mudança educativa Curricular articulation Collaboration Pedagogical innovation Educational change