Articulação curricular e melhoria da actuação docente em benguela: desafios e perspectivas
Currently, curriculum articulation is a central and necessary theme for the quality of teaching activities and improving teaching and learning processes. This article aims to understand if the representations and practices of teachers of the 2nd cycle of general secondary education in Benguela are...
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| Format: | Article |
| Language: | Portuguese |
| Published: |
2022
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| Online Access: | https://dialnet.unirioja.es/servlet/oaiart?codigo=8251051 |
| Source: | SAPIENTIAE, ISSN 2183-5063, Vol. 7, Nº. 2 (Janeiro-Junho 2022), 2022, pags. 185-202 |
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| Summary: |
Currently, curriculum articulation is a central and necessary theme for the quality of teaching activities and improving teaching and learning processes. This article aims to understand if the representations and practices of teachers of the 2nd cycle of general secondary education in Benguela are related to curricular articulation. That is an exploratory study, quali-quantitative nature, whose theoretical perspective is based on the studies of Morgado & Silva (2019), Pombo, Guimarães& Levy (1994), articulated with the analysis of normative documents that regulate education and teaching in Angola (2020; 2019; 2018). To embody the study's aims, a questionnaire and interview survey was carried out with fifty-nine (59) teachers and six (6) teachers, respectively, in the municipality of Benguela during the month of January 2021. The study reveals that the curricular articulation is hardcore of curriculum decision, which aims to ensure coherence, sequentiality, and integration of knowledge, allowing for a closer link between school knowledge and local flows. The discussion carried out leads to the conclusion that in the realities studied and the issue under study is still a great challenge; as there is a dubious perception on a large scale about curricular articulation and weak communication between teachers and disciplinary groups to fix strategies, objectives, activities, and contents, rationality underlying the disciplinary juxtaposition, which conditions a more desirable teaching performance for (re)construction of global, integrated and integrative knowledge, which would lead to good quality learning. |
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