Justiça curricular (des)esperada? Um modelo de estudo e o retrato da escola pública portuguesa sob o olhar da avaliação externa

A socially responsive school is, necessarily, one that brings together the dimension of curricular justice at its identity. In the Portuguese educational system, this article sets out a model for studying the curricular justice mechanisms to understand how schools respond to inclusion and equity in access to learning. The model served as the basis for an exploratory study, which included mapping organizational and pedagogical dimensions of schools related to inclusion. Hence, a content analysis of the strengths and improvement areas of 60 external evaluation reports was developed. Subsequently, the data was used to investigate associations between pairs of variables related to inclusion through the odds ratio and Cramer’s V. In schools, curricular justice weaknesses include active teaching and learning methodologies, formative assessment, and curriculum articulation. At the same time, leveraging curricular justice implies the investment in active methodologies and, occasionally, the existence of innovative and rich learning environments. The data collected does not reveal mechanisms of support for learning and changes in school grammar. The data produced by the external evaluation are linked to the respective context, not supporting a global explanatory and predictive analysis between the identified factors (variables) and inclusion.