RCAAP Repository

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Through Decree-Law No. 55/2018, the Portuguese government challenged schools to fully assume the so-called project of curriculum autonomy and flexibility. Is it possible to develop the autonomy of schools in substantive terms through flexible curriculum management or is that government decision based on a managerial conception of curriculum management autonomy, therefore limited to local management practices of an operational type? This paper discusses this problem in terms of political and organizational analysis, presenting doubts, questions and research hypotheses.

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The character and performance of managers has been a traditional topic in the literature on school organization and management. However, progressive educational decentralization, institutional autonomy and the need to improve school results have enhanced the interest in deepening pedagogical leadership. In this context, we refer to managers as agents of change who focus on training processes and are oriented to solve the problems of teaching-learning. Teachers’ team coordinators can be considered as instructional leaders if they act strategically, lead and not only manage and promote dynamics addressed to acting, analyzing and learning from practice. They work with the didactic departments and with the educational teams, analyzing the problems of professional practice, the answers that could be given (their own or learnt through training) and making decisions about the changes to be made and reviewed. Somehow, they promote and enhance the creation of new pedagogical knowledge with appropriate cultural strategies, ensuring the institutionalization of satisfactory results. Besides, they work collaboratively and seek to realize the maximum link between personal development, professional development, institutional development and social development.

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This article focuses on the need for schools to engage with the views of students to better understand learning and teaching. In this sense, the project Erasmus+ ReHaRe, Reaching the ‘Hard to Reach’: including responses to diversity through child-teacher dialogue (2017-2020) is presented. The project adopted a collaborative action research approach, in a European network of schools, which gave students the opportunity to play the role of researchers, participating actively in the educational process, in collaboration with their teachers. The article describes how this collaboration can contribute to the improvement of student participation, the professional development of teachers and the development of more inclusive practices in school. The article addresses two main aspects. First, the ReHaRe project and the Inclusive Inquiry model are presented. The second aspect highlights the relevance of Inclusive Research in increasing children’s participation and learning opportunities, including pupils who are usually considered ‘hard to reach’.

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This article aims to investigate the potential of the Institutional Teaching Initiation Scholarship Program (PIBID) to provide innovation and change in the context of Brazilian education, from the analysis of its implications for the professional practice of teachers and volunteers who participate in it. PIBID is geared towards valuing teacher education, enabling students to approach undergraduate courses in the daily lives of public schools of Basic Education, with a view to stimulating reflection and observation of teaching practice within these institutions. With the aid of theoretical contributions such as Francisco Imbernón, Bernardete Gatti, Marcos Masetto, Paulo Freire and others, we seek to present the idea of innovation in the educational environment to contextualize it within the scope of PIBID. For this, two semi-structured interviews were conducted with members of the program. The results indicate that PIBID has a significant potential for innovation and educational change, as it enables the role of teachers in teacher training.