Curricular contextualization in a network of portuguese schools: promise or lost opportunity?

Detalhes bibliográficos
Autor(a) principal: Roldão, Maria do Céu
Data de Publicação: 2018
Outros Autores: Almeida, Sílvia de
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Estudos em Avaliação Educacional
Texto Completo: https://publicacoes.fcc.org.br/eae/article/view/4757
Resumo: In the 90s, international educational policies, as well as the theoretical field of curriculum studies, gave centrality to the curriculum debate. It led countries with a centralist tradition to move away from the paradigm of a uniform and prescriptive curriculum and adopt a paradigm based on curricular contextualization. In the Portuguese system, following this paradigm, these new curricular policies determined that schools had to develop their curriculum projects. Since then, the literature on the subject has shown that the conception of the construction, implementation and evaluation dynamics of these curriculum projects is of a bureaucratic nature, obeying to the logic of normativity and mostly designed by external evaluation panels that proved unable to implement changes to curriculum practices. In this paper, the method of content analysis was used to present the results of the evaluation of 12 curriculum projects carried out in a collaborative network of Portuguese schools.
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spelling Curricular contextualization in a network of portuguese schools: promise or lost opportunity?Contextualización curricular en una red de escuelas portuguesas: ¿promesa o oportunidad perdida?Contextualização curricular numa rede de escolas portuguesas: promessa ou oportunidade perdida?Contextualização CurricularAvaliação CurricularProjetos CurricularesPolítica Educacional.Contextualización CurricularEvaliación CurricularProyectos CurricularesPolítica Educativa.Curriculum ContextualizationCurriculum AssessmentCurriculum ProjectsEducational PoliciesIn the 90s, international educational policies, as well as the theoretical field of curriculum studies, gave centrality to the curriculum debate. It led countries with a centralist tradition to move away from the paradigm of a uniform and prescriptive curriculum and adopt a paradigm based on curricular contextualization. In the Portuguese system, following this paradigm, these new curricular policies determined that schools had to develop their curriculum projects. Since then, the literature on the subject has shown that the conception of the construction, implementation and evaluation dynamics of these curriculum projects is of a bureaucratic nature, obeying to the logic of normativity and mostly designed by external evaluation panels that proved unable to implement changes to curriculum practices. In this paper, the method of content analysis was used to present the results of the evaluation of 12 curriculum projects carried out in a collaborative network of Portuguese schools.En la década de los 90, las políticas educativas internacionales y el campo teórico de los estudios curriculares debatían por encima de todo el currículo, lo que condujo en los países de tradición centralista al paso del paradigma del currículo uniforme y prescriptivo a un paradigma de contextualización curricular. En Portugal, la introducción de este paradigma por las políticas curriculares determinó la necesidad de prescribir a las escuelas la elaboración de un proyecto curricular institucional. Desde entonces la literatura ha demostrado una concepción de las dinámicas de construcción, implementación y evaluación de proyectos curriculares como si fueran documentos burocráticos, obedeciendo a una lógica de la normatividad decretada, elaborados sobre todo para los paneles de evaluación externa de las escuelas, incapaces de este modo de implementar cambios en las prácticas curriculares. En este texto, se presentan los resultados de la evaluación de 12 proyectos curriculares de una red colaborativa de escuelas portuguesas realizada teniendo en cuenta el análisis de contenido.Na década de 1990, as políticas educativas internacionais e o campo teórico dos estudos curriculares conferiram centralidade ao debate sobre o currículo, conduzindo, nos países de tradição centralista, à passagem do paradigma do currículo uniforme, prescritivo, para um paradigma de contextualização curricular. Em Portugal, a introdução deste paradigma pelas políticas curriculares determinou a necessidade de prescrever às escolas a elaboração de um projeto curricular. A partir de então, a literatura tem demonstrado uma conceção das dinâmicas de construção, implementação e avaliação de projetos curriculares como documentos burocráticos, obedecendo a uma lógica da normatividade decretada, elaborados sobretudo para os painéis de avaliação externa das escolas, incapazes deste modo de implementar mudanças nas práticas curriculares. Neste texto, apresentam-se os resultados da avaliação de 12 projetos curriculares de uma rede colaborativa de escolas portuguesas com recurso à análise de conteúdo.Fundação Carlos Chagas2018-04-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://publicacoes.fcc.org.br/eae/article/view/475710.18222/eae.v0ix.4757Estudos em Avaliação Educacional; Vol. 29 No. 70 (2018): jan./abr. 2018; 8-46Estudos em Avaliação Educacional; Vol. 29 Núm. 70 (2018): jan./abr. 2018; 8-46Estudos em Avaliação Educacional; Vol. 29 No. 70 (2018): jan./abr. 2018; 8-46Estudos em Avaliação Educacional; V. 29 N. 70 (2018): jan./abr. 2018; 8-46Estudos em Avaliação Educacional; v. 29 n. 70 (2018): jan./abr. 2018; 8-461984-932X0103-6831reponame:Estudos em Avaliação Educacionalinstname:Fundação Carlos Chagas (FCC)instacron:FCCporenghttps://publicacoes.fcc.org.br/eae/article/view/4757/3567https://publicacoes.fcc.org.br/eae/article/view/4757/3568Copyright (c) 2018 Estudos em Avaliação Educacionalhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessRoldão, Maria do CéuAlmeida, Sílvia de2024-01-22T15:46:46Zoai:ojs.publicacoes.fcc.org.br:article/4757Revistahttp://publicacoes.fcc.org.br/ojs/index.php/eae/indexONGhttp://publicacoes.fcc.org.br/ojs/index.php/eae/oaieae@fcc.org.br||ngimenes@fcc.org.br1984-932X0103-6831opendoar:2024-01-22T15:46:46Estudos em Avaliação Educacional - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Curricular contextualization in a network of portuguese schools: promise or lost opportunity?
Contextualización curricular en una red de escuelas portuguesas: ¿promesa o oportunidad perdida?
Contextualização curricular numa rede de escolas portuguesas: promessa ou oportunidade perdida?
title Curricular contextualization in a network of portuguese schools: promise or lost opportunity?
spellingShingle Curricular contextualization in a network of portuguese schools: promise or lost opportunity?
Roldão, Maria do Céu
Contextualização Curricular
Avaliação Curricular
Projetos Curriculares
Política Educacional.
Contextualización Curricular
Evaliación Curricular
Proyectos Curriculares
Política Educativa.
Curriculum Contextualization
Curriculum Assessment
Curriculum Projects
Educational Policies
title_short Curricular contextualization in a network of portuguese schools: promise or lost opportunity?
title_full Curricular contextualization in a network of portuguese schools: promise or lost opportunity?
title_fullStr Curricular contextualization in a network of portuguese schools: promise or lost opportunity?
title_full_unstemmed Curricular contextualization in a network of portuguese schools: promise or lost opportunity?
title_sort Curricular contextualization in a network of portuguese schools: promise or lost opportunity?
author Roldão, Maria do Céu
author_facet Roldão, Maria do Céu
Almeida, Sílvia de
author_role author
author2 Almeida, Sílvia de
author2_role author
dc.contributor.author.fl_str_mv Roldão, Maria do Céu
Almeida, Sílvia de
dc.subject.por.fl_str_mv Contextualização Curricular
Avaliação Curricular
Projetos Curriculares
Política Educacional.
Contextualización Curricular
Evaliación Curricular
Proyectos Curriculares
Política Educativa.
Curriculum Contextualization
Curriculum Assessment
Curriculum Projects
Educational Policies
topic Contextualização Curricular
Avaliação Curricular
Projetos Curriculares
Política Educacional.
Contextualización Curricular
Evaliación Curricular
Proyectos Curriculares
Política Educativa.
Curriculum Contextualization
Curriculum Assessment
Curriculum Projects
Educational Policies
description In the 90s, international educational policies, as well as the theoretical field of curriculum studies, gave centrality to the curriculum debate. It led countries with a centralist tradition to move away from the paradigm of a uniform and prescriptive curriculum and adopt a paradigm based on curricular contextualization. In the Portuguese system, following this paradigm, these new curricular policies determined that schools had to develop their curriculum projects. Since then, the literature on the subject has shown that the conception of the construction, implementation and evaluation dynamics of these curriculum projects is of a bureaucratic nature, obeying to the logic of normativity and mostly designed by external evaluation panels that proved unable to implement changes to curriculum practices. In this paper, the method of content analysis was used to present the results of the evaluation of 12 curriculum projects carried out in a collaborative network of Portuguese schools.
publishDate 2018
dc.date.none.fl_str_mv 2018-04-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/eae/article/view/4757
10.18222/eae.v0ix.4757
url https://publicacoes.fcc.org.br/eae/article/view/4757
identifier_str_mv 10.18222/eae.v0ix.4757
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/eae/article/view/4757/3567
https://publicacoes.fcc.org.br/eae/article/view/4757/3568
dc.rights.driver.fl_str_mv Copyright (c) 2018 Estudos em Avaliação Educacional
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Estudos em Avaliação Educacional
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Estudos em Avaliação Educacional; Vol. 29 No. 70 (2018): jan./abr. 2018; 8-46
Estudos em Avaliação Educacional; Vol. 29 Núm. 70 (2018): jan./abr. 2018; 8-46
Estudos em Avaliação Educacional; Vol. 29 No. 70 (2018): jan./abr. 2018; 8-46
Estudos em Avaliação Educacional; V. 29 N. 70 (2018): jan./abr. 2018; 8-46
Estudos em Avaliação Educacional; v. 29 n. 70 (2018): jan./abr. 2018; 8-46
1984-932X
0103-6831
reponame:Estudos em Avaliação Educacional
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Estudos em Avaliação Educacional
collection Estudos em Avaliação Educacional
repository.name.fl_str_mv Estudos em Avaliação Educacional - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv eae@fcc.org.br||ngimenes@fcc.org.br
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