Cidadania e desenvolvimento como impulsionadores de uma cultura de autonomia e responsabilidade

This article aims to present the reconstruction and operationalization of the development of areas of curricular articulation, the organization and functioning of the subject - Citizenship and Development - in response to the need for change felt at Escola Profissional Alda Brandão de Vasconcelos and according to the several guidance documents from the Ministry of Education, namely the student profile upon finishing school. This pedagogical intentionality is part of the articulation between two subjects - Area of Integration and Citizenship and Development, which allow a transversal and transdisciplinary approach of the modular curriculum in professional education. This articulation is considered an effective strategy for the mobilization of the competences of a full, active and creative citizenship and a contribution to the construction of the student profile upon finishing school. The main goal of collaborative action research, which started in the current academic year, 2018-19, in the six first year’s classes of the professional courses, was to lead to the paradigm shift in the teaching and learning process, making the school a learning organization, able to prepare its students to the multiple demands of today’s society, enabling the development of people and skilled workers to be capable of meeting the challenges of the future. The resources used to design educational practices that enhance an education for the development were the horizontal / transversal interaction and articulation of the different knowledge of all the curriculum components, working by pedagogical teams, the creation of an environment and a school dynamics based on sharing innovative experiences. The implementation of this curricular guideline is based on the construction of active and differentiated teaching strategies, in the implementation of environments structured by problem based learning situations and projects, using essentially formative assessment tools that allow the students to perform the role of self-regulating both their school and personal’s process, and the teacher to act as a facilitator of significant cultural learnings. The development and systematic evaluation, supported by indicators and evidence-gathering tools, allow for ongoing monitoring of the process, results and impacts, and for making appropriate adjustments in and for the action.