The pedagogical and curriculum differentiation in the voice of teachers

• Autor(a) principal: Carvalho, Luísa Maria Serrano de
• Data de Publicação: 2018
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2018.3454

Students have increasingly different characteristics. Nevertheless, the school tends to be oriented towards curricular uniformity, with a pedagogical intervention based on the so-called "average student", abstract, and therefore, tends to create, at the outset, inequalities in the opportunities of access to the success. Thus, pedagogical and curriculum differentiation continue to present themselves as an indispensability, but simultaneously as a challenge to teachers and to the way schools, classrooms and times tend to be organized. Through an exploratory study, sought to understand the perspectives of 34 teachers of basic education about the differentiation and essentially meet the pedagogical practices that they considered facilitate the response to the difference. It was evidenced an effort, on the part of the interviewed, to diversify, contemplating different dimensions in their practices. However, transpired the existence of different constraints that condition the implementation of differentiation practices and the possibility of providing effective learning experiences to all students.