RCAAP Repository

This article highlights the main aspects of a fundamentalist thinking and the inadequacy of the solutions for the problems of complex societies, and increasingly complex, as those we live in. Based on the distinction between fundamentalism and the theory of complexity, the author debates the concept of inclusion, detaching it from the perspectives that limit its meaning. Finally, he presents some lines of thought that may help to better understand and promote an Inclusive Education.

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There is more and more misfit between the traditional ways of teaching in school and the complex, uncertain, demanding and unpredictable challenges of contemporary society. Committed and competent teaching professionals are needed to provoke, monitor, stimulate and guidethe learning of each and every citizen throughout their lives (Pérez Goméz, 2010). More than knowing the subject to teach, the distinctive functions of the teaching professional are: knowledge, function, power and reflexivity (Roldão, 2009, pp. 46-48), having a passion for teaching (Day, 2004)), enjoying help learn, know how they learn and how they like to learn today’s students (Michel Serres, 2012) in today’s Society of Industry 4.0 (Schwab, 2017), recognize their multiple intelligences (Gardner, 1983), know incorporate educational resources and digital tools diversified into teaching practices (Khan Academy – https://khanacademy.org/- , didactic games, Kahoot!, ClassDojo, Quizizz,…), build differentiated and contextualized teaching strategies to essential learning (AE, 2018) and aligned with the descriptors of the competency areas of the Student Profile on Leaving Compulsory School (PA, 2017), organizing new spaces and times, evaluating processes and not just products, give immediate and intelligent feedback, motivate and follow everyone and, especially those who do not want to learn, inclusively. This article presents an experienced and contextualized testimony of how ESCO – Escola de Serviços e Comércio, in Torres Vedras, Portugal, works for Integrative Projects, enhancing the intercultural and international mobility experiences of students and teachers, in particular, in these last few years with Holland and France.

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Mapping innovation is crucial in education to guide educators and policymakers to spread high-quality pedagogical practices. Improving learning with innovation in mind is required today. Although innovation is an emergent topic in the educational policy reforms around the world, and particularly in Portugal, more research is needed. This paper presents the research project “4A’ model for Measuring Innovative Pedagogical Practices in Portuguese schools: Approaching, Assessing, Applying, and Amplifying”. Inspired by the recent OECD report “Measuring innovation in education” and considering the current challenges that Portuguese schools face ensuring a more inclusive and innovative education, this project aims to measure and map innovative pedagogical practices in the Portuguese educational system, from elementary to secondary grade. A brief literature review, project plan, and some implications are presented.

The studies published in the field of educational innovation have been seeking to diffuse experiences rather than to understand its complexity. In general, they use quality indicators to describe educational experiences, but generally do not anchor in solid theoretical frameworks upon the concept of innovation in education. On the other hand, the rhetoric of innovation seems to be part of the predominant educational discourse, with some authors even considering that it has become a “trendy buzzword” and warning that, in the race to become innovative, schools and systems masquerade consumerism as pedagogy. This paper presents a literature review of narrative and exploratory type, non-systematic (Ferenhof & Fernandes, 2016), within an ongoing PhD research on educational innovation in a network of schools in Portugal, aims to give consistency to the research to undertake and clarify the concepts around innovation in education: understanding where the forces that call it come from, identifying how it is processed and in which levels it operates. Being a concept that has made a long way in economics, science and social life, the innovation in education lacks a conceptualization that details the variables and different scales in which it works, from the system itself to the classroom, from world level to local level. The review undertaken allowed us to envision educational innovation as a multidimensional and multilevel concept, serving a continuous school improvement process, necessarily focused on the human development of each and every student, according to equity and social justice standards.

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The Internet of Things (IoT) is based on a set of technologies that allows, from technological devices, such as sensors, to connect objects to the internet and from these to collect data from the analog world, in real time, enabling immediate actions or their storage for subsequent analysis and control. These dynamic scenarios can contribute to the enrichment of learning, evolving teaching to a model based on the development of skills, which requires students to perform more actively. Thus, it is intended to investigate the innovative dimensions of the practice of IoT in education, through the analysis of the application of the project SOLL – Smart Objects Linked to Learning, with students of the 3rd cycle, in an interdisciplinary approach to science. In this sense, using a mixed methodology, questionnaires to students and survey by interview, in focus group, to teachers, the data obtained show that, in general, this platform has an innovative dimension for education, as it promotes improvements in educational results, introduces new and/or improved products and services, such as new pedagogies or new combinations of pedagogies, including e-learning services and/or new ways of organizing activities.

This article aims to analyze the professional motivation and satisfaction of Portuguese fixed-term contracted teachers. It tries to understand the influence that contextual factors, such as a permanent contract, can have on the motivation and satisfaction of these teachers. A survey conducted among teachers on fixed-term contracts confirms that job insecurity has impact on their well-being, and that the recruitment on a permanent contract basis of these teachers seems to be fundamental for the upcoming Portuguese teacher replacement process.

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Science teaching is a process in continuous change and aims to generate knowledge about fundamental theories and laws based on experimental processes; according to this, current teachers must develop a pedagogical practice that accounts for the current requirements, and must focus their work on innovative and constructivist research methods. The objective of this article is to describe and associate the type of practice used by teachers in chemistry teaching with academic performance. In order to obtain quantitative data, a Likert scale with the behavioural and evaluative constructs was used in a total of 178 students from three secondary schools in Maputo province, Mozambique. Initially, the internal consistency of the instrument was evaluated through the Cronbach Alpha index, and later, statistical associations were determined through the Chi-Square test. The results showed a lack of association between each of the factors, behavioural strategies and evaluative strategies, with academic performance, which denotes a disconnect in the way the pedagogical process is developed and the students’ performances.

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For students to find sense in what they learn and give meaning to learning, these must meet their interests, needs and motivations. In a political framework that encourages autonomy and curricular flexibility, it is urgent an approach and a confrontation between what is organized by the school and the teachers and what is perceived by the students. Through an exploratory study, it was intended to know the perspective about the way that learn 2nd and 3rd cycles of basic education students of a school in the Alentejo region. Specifically the following objectives are sought: a) to identify what students consider to have learned of most important at school; b) to know the way they most like to learn; c) to identify factors that facilitate or inhibit their learnings; d) to know their expectations in relation to learnings in school context. For this purpose, a questionnaire was applied to the classes of each of these cycles. The results refer to the need to consider change processes, in which aspects such as objectives and nature of activities, the type of work carried out with students and the class organization must be rethought.