Gestão curricular e desenvolvimento profissional no seio do grupo disciplinar

The current educational policies claim inclusion as a guiding principle, on the assumption that all children and young people have the capacity for learning and educational development, and it is the responsibility of school to guarantee each one access to the support they need to develop their potential of learning and development. This orientation implies the focus of the school’s action on the curriculum and on learning, whose operationalization implies different rationales, puts paradoxical challenges to the structures of pedagogical and curriculum management and is at the basis of various processes of coordination of teaching work and of different interactions between teachers. Our study aims to identify professional interactions carried out within the disciplinary group, to distinguish those aimed at curriculum management and to improve professional performance, to recognize leadership practices and to understand the conditions that enable the disciplinary group to assert itself as a community of professional practice. In this qualitative study, we used the analysis of documents produced in the school and within the Mathematics disciplinary group of an elementary and secondary school in the district of Porto in the school years 2018-2019 and 2019-2020 and the auscultation of its teachers through an inquiry and a focus group. This communication identifies levels and structures of school management and strategic action plan, distinguishes administrative functions performed within the disciplinary group and discusses the relationship established there between tradition and innovation, and situates the collegial work of teachers between what has already been instituted and the collective institution of the new measures.