The Geography Curriculum in Primary Education in Portugal - Representations by authors and teachers

• Tipo: Artigo em Livro de Atas de Conferência Internacional
• Data: 2010

Autores

Maria Felisbela Martins (Autor) FLUP

Ata de Conferência Internacional

Título: Bridging Diversity in a Globalizing World

IGU/UGI Regional Conference. Bridging Diversity in a Globalizing World

Tel Aviv Israel, 12-16 de Julho

Classificação Científica

FOS: Humanidades

Outras Informações

Abstract (EN): At the beginning of this century, a number of syllabus changes were made in Primary Education, the result of work developed by the Ministry of Education together with the educational community. At the time, new ways in which to design the syllabus appeared, where it becomes “a project” and in which teachers, from a theoretical point of view, could themselves build the syllabus and the School becomes a place of curricular decision. At the same time, the Geography Department of the Faculty of Arts of the University of Porto, within the initial training of teachers it provides, produced working texts and documents which reflected an analysis and interpretation of the guidelines issued by the Ministry and which were shared with the students, future teachers themselves. These documents, which are still applied, are intended to train teachers who, apart from being specialized in Geography, should also be syllabus designers and managers, developing their professional activity within a framework of innovation practices. Almost a decade after the Ministry of Education’s measures which underlined this understanding of the Syllabus of the teaching profession, it seems important to take stock of the (re)interpretations made of the National Syllabus and of Geography, and of the documents produced at the Faculty of Arts. It is in the scope of this understanding that this paper intends to frame the Geography syllabus in Primary Education in Portugal, as well as the documents produced by the Geography Department and, based on prior empirical work, a study is described which intended to identify the (re)interpretations made by young teachers in the context of professional practice.

Idioma: Português

Tipo (Avaliação Docente): Científica