Política do perfil dos alunos à saída da escolaridade obrigatória e desafios para a formação de professores

Abstract

Resumo: O artigo analisa a medida política portuguesa relativa ao Perfil dos Alunos à Saída da EscolaridadeObrigatória (MINISTÉRIO DA EDUCAÇÂO, 2017), e o que ela implica para o exercício docente e para a formação inicial de professores Partindo de um referencial teórico que apela à mudança e à ruptura com perspectivas curriculares tradicionais e tecnicistas, foi realizado um estudo que recolheu dados de 77 estudantes de uma Instituição de Ensino Superior do norte de Portugal, a frequentar o último ano de um curso de licenciatura que antecede o mestrado de formação inicial e profissional de professores de Educação Básica. A recolha de dados foi realizada recorrendo a portfolios reflexivos realizados individualmente pelos estudantes e permitiu identificar modos de trabalho pedagógico em uso na formação inicial de professores que estes consideram mais relevantes para a promoção de aprendizagens ativas e significativas. Os resultados do estudo permitiram identificar uma diversidade de práticas pedagógicas que poderão ser facilitadoras da construção de um perfil de professor adequado ao desenvolvimento deste Perfil do Aluno à Saída da Escolaridade Obrigatória. Palavras-chave: Formação inicial de professores; Perfil dos Alunos à Saída da Escolaridade Obrigatória; Política educativa em Portugal; Modos de trabalho pedagógico.Abstract: The paper analyzes Portuguese political measure regarding Students Profile Leaving Compulsory Education (MINISTRY OF EDUCATION, 2017), and what it implies for teaching exercise and for initial teacher training. Starting from a theoretical framework that calls for change and a break with traditional and technical curricular perspectives, a study was carried out that collected data from 77 students of a Higher Education Institution of north of Portugal, attending the last year of a degree course that precedes the master's degree of initial and professional teacher training for Basic Education. Data collection was carried out using reflexive portfolios, developed individually by students, and allowed to identify ways of pedagogical work in use in initial teacher training that they consider more relevant for promotion of active and meaningful learning. The results of the study allowed the identification of a diversity of pedagogical practices that could facilitate the construction of a teacher profile suitable to the development of this Students Profile Leaving Compulsory Education.

IDEARR Model for STEM Education—A Framework Proposal

“…In this respect, many countries are moving towards more flexible and interdisciplinary educational models. In Europe, we can cite the education systems of Finland [72], Portugal [73], or Spain [74], which include in their curricula the creation of interdisciplinary educational modules or projects aimed at solving real problems. Certainly, this educational renewal is still in its early stage on a global scale.…”

Finnish and Portuguese Parents’ Perspectives on the Role of Teachers in Parent-Teacher Partnerships and Parental Engagement

“…In 1999, the Bologna Process triggered the establishment of a five-year Master's degree for all teachers [39], and, in 2009, compulsory education increased to twelve years [37]. Moreover, the role of teachers became more complex, as they were expected to acquire more autonomy and reflective skills [40]. Between 2000 and 2018, Portugal consistently improved its PISA ranking regarding students' reading, math, and science skills [37].…”

The Challenges of Initial Teacher Training

“…Learning and teaching today requires the planning of a set of learning opportunities, through strategic plans that integrate ICT in learning processes and significant practices [1], taking into account the interests and needs of students, their cultural diversity and the development of skills and values present in the Student Out of School Profile [13]. These competencies and values in the Student Profile are in line with the dimensions of global OECD competence for the 21 st century (Figure 1).…”