TEIP educational project. A case study

• Autor(a) principal: Guimarães, Edilene Rocha
• Data de Publicação: 2012
• Outros Autores: Pacheco, José Augusto
• 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.2012.3346

The paper analyzes the auto-evaluation Process of Educational Project TEIP, considered as a case study. The starting point was the referential for analysis of curriculum policy, identified by Pacheco (2003) as “equality/inequality” and “homogenizing/ diversity”, and of the conceptual proposal of the “Triangle of difference”, proposed by Wieviorka (2002): the collective identity, the modern individual, and the subject. Following a qualitative approach, we chose the technique of focus group, direct observation and analysis of normative and institutional documents. The search results identified that the auto-evaluation process stresses more the causes of school failure in internal factors related to motivation and cognition of students, and in external factors related to the participation of parents, indicating that curriculum differentiation strategies and educational practices should be reviewed, in order to promote school success. We conclude that the students are included in the school starting from the differences that specify them, as students integrated into the educational community aff ected by social and economic problems, that is, they are included starting from their “collective identity” territorial. The Program TEIP is confi gured as a proposal for Curriculum Differentiation that focuses more on pedagogical support than curricular plans.