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Abstract(s)
O presente estudo tem como principal objetivo conhecer as perceções dos professores do 1.º Ciclo do Ensino Básico (CEB) em torno do currículo, para o efeito realizámos uma investigação de caráter descritivo, de natureza quantitativa, tendo como técnica privilegiada de recolha de dados o inquérito por questionário. Deste modo, procurámos saber quais as perceções curriculares dos professores do 1.º CEB, pois a forma como cada professor perceciona o currículo pode dar-nos a conhecer, por exemplo, o que este mais valoriza na sua prática pedagógica, como perceciona o ensino, e qual a sua conceção de escola. O currículo é um elemento fundamental de qualquer sistema educativo e, cada vez mais, tem sido alvo de estudo. Importa destacar que diferentes autores apresentam diferentes perceções do que é o currículo. No entanto, existe sempre a coexistência de dois planos de conceptualização de currículo: o plano das intenções e o plano real (Viana & Peralta, 2020). Destacamos que o trabalho está dividido em duas partes fundamentais, a primeira parte diz respeito à reflexão crítica sobre as práticas em contexto no 1.º CEB e na Educação Pré-Escolar (EPE) e a segunda parte refere-se ao trabalho de investigação, tendo como questão-problema “Quais as perceções dos professores do 1.º Ciclo do Ensino Básico em torno do currículo?”. Sendo que os principais objetivos desta investigação são: conhecer as perceções de currículo dos professores tendo subjacente as diversas teorias curriculares; analisar como é que as manifestações do currículo estão presentes nas práticas pedagógicas dos professores, tendo em conta as suas perspetivas; aferir a relevância que o currículo oculto assume nas práticas curriculares dos professores; e analisar que práticas do currículo oculto os professores mais valorizam. Dos resultados obtidos nesta investigação, podemos destacar que os diferentes professores inquiridos identificam-se e posicionam-se de diversas formas quanto à conceção de currículo, porém identificam-se mais com as teorias tradicionais. Importa salientar a necessidade de um professor ser crítico e não apenas um transmissor de conhecimento.
The main objective of this study is to find out about the perceptions of primary education teachers regarding the curriculum. To this end, we carried out a descriptive, quantitative investigation, using a questionnaire survey as the main data collection technique. In this way, we tried to find out about the curriculum perceptions of primary education teachers, because the way each teacher perceives the curriculum can tell us, for example, what they value most in their pedagogical practice, how they perceive teaching, and what their conception of school is. The curriculum is a fundamental element of any educational system and is increasingly being studied. It is important to note that different authors have different perceptions of what the curriculum is. However, two levels of curriculum conceptualization always coexist: the level of intentions and the real level (Viana & Peralta, 2020). We would like to point out that the work is divided into two fundamental parts: the first part concerns critical reflection on practices in the context of the primary education and Pre-School Education and the second part refers to the research work, with the problem question "What are the perceptions of primary education teachers about the curriculum?". The main objectives of this research are: to understand teachers' perceptions of the curriculum, based on the various curriculum theories; to analyze how the manifestations of the curriculum are present in teachers' pedagogical practices, taking into account their perceptions; to assess the relevance of the hidden curriculum in teachers' curricular practices; and to analyze which practices of the hidden curriculum teachers value the most. From the results obtained in this research, we can highlight that the different teachers surveyed identify and position themselves in different ways in terms of their conception of the curriculum, but they identify more with traditional theories. It is important to emphasize the need for a teacher to be critical and not just a transmitter of knowledge.
The main objective of this study is to find out about the perceptions of primary education teachers regarding the curriculum. To this end, we carried out a descriptive, quantitative investigation, using a questionnaire survey as the main data collection technique. In this way, we tried to find out about the curriculum perceptions of primary education teachers, because the way each teacher perceives the curriculum can tell us, for example, what they value most in their pedagogical practice, how they perceive teaching, and what their conception of school is. The curriculum is a fundamental element of any educational system and is increasingly being studied. It is important to note that different authors have different perceptions of what the curriculum is. However, two levels of curriculum conceptualization always coexist: the level of intentions and the real level (Viana & Peralta, 2020). We would like to point out that the work is divided into two fundamental parts: the first part concerns critical reflection on practices in the context of the primary education and Pre-School Education and the second part refers to the research work, with the problem question "What are the perceptions of primary education teachers about the curriculum?". The main objectives of this research are: to understand teachers' perceptions of the curriculum, based on the various curriculum theories; to analyze how the manifestations of the curriculum are present in teachers' pedagogical practices, taking into account their perceptions; to assess the relevance of the hidden curriculum in teachers' curricular practices; and to analyze which practices of the hidden curriculum teachers value the most. From the results obtained in this research, we can highlight that the different teachers surveyed identify and position themselves in different ways in terms of their conception of the curriculum, but they identify more with traditional theories. It is important to emphasize the need for a teacher to be critical and not just a transmitter of knowledge.
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Keywords
Estudos curriculares currículo gestão curricular currículo oculto curriculum studies curriculum curricular management hidden curriculum