Curricular contextualization in a network of portuguese schools: promise or lost opportunity?
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 curricu...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Estudos em Avaliação Educacional |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/4757 |
| Acceso en línea: | https://publicacoes.fcc.org.br/eae/article/view/4757 |
| Access Level: | acceso abierto |
| Palabra clave: | Contextualização Curricular Avaliação Curricular Projetos Curriculares Política Educacional. Contextualización Curricular Evaliación Curricular Proyectos Curriculares Política Educativa. Curriculum Contextualization Curriculum Assessment Curriculum Projects Educational Policies |
| Sumario: | 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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