Curricular autonomy, digital technology and school change: challenges and paths

• Autor(a) principal: Julião, António Luís
• Data de Publicação: 2023
• 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.2022.11831

For years, Angolan society has struggled with the quality of education, questioning both the professional skills of teachers and the infrastructure and functioning of schools. The model of organization and operation of schools requires structural changes, the process of which challenges real autonomy and the essential conditions for its improvement with a focus on good quality learning. This text seeks to reflect on the challenges and possibility of (re)building the school from the creation of spaces for reframing and questioning, leading to an education with emancipatory overtones, which leads to the opening of the school. Methodologically, the text favours the paradigm of qualitative nature, focused on documental analysis and reflection in action. The triangulated literature review suggests viewing curricular autonomy as a collegial construction of teachers, based on continuous and transversal professional training, digital technologies and incentives. This provides an innovate way of curricular organization and change in the school, because, in addition to considering itself the universal curriculum, the school starts to work with a dynamic, dialoguing curricular proposal, producing other operating logics and contributing to its adequacy to the imperatives of the present time.