O DEBATE ACERCA DA GESTÃO CURRICULAR NAS ESCOLAS BÁSICAS PORTUGUESAS

entre o olhar sobre o umbigo e a abertura da caixa de Pandora

Abstract

Taking some political decisions as a starting point, about the way basic schools in Portugal can organize and manage their own curricular projects, respecting a national corecurriculum, we discuss the complexity of this process which far from being a mere lexical change affects the whole teaching work organization, the management of syllabi and school subjects and force to rethink the way pupils learning and its outcomes are conceived. These changes can, in spite of a progressive rethoric that claims to contribute to an empowerment of teachers and of the schools autonomy, generate an outcome contrary to their claims. In fact, they can aggravate de compartmentalization of school subjects and reinforce teacher individual isolation.