A articulação curricular no ensino básico no âmbito da disciplina de Inglês

Abstract

This Report has it starting point in my 18 years old professional experience full of political reforms, which leaded to deep changes in the way we see all the Education System and the teaching process itself. We had the Lei de Bases do Sistema Educativo, which enlarged the mandatory school to nine years, new teaching programs and a new evaluation system for the students. Later the new School Administration Plan and the Curricula Reorganization became important data to schools’ administration and national curricula development in school context and later on, in school grouping context. The enlargement of the mandatory school creates a bigger difficulty to the students’ transition between school cycles. Schools and teachers face new challenges aiming students’ continuity within school system, and so needing a bigger articulation between different school levels and more teaching corporative work. Interdisciplinary and intradisciplinary Curricula Articulation, both vertical and horizontal has now the most important part. Our reflection is about Curricula Articulation, both vertical and horizontal in the English course. The vertical articulation starts now in the first cycle once its offer is mandatory. As so the articulation work was made by a group of English teachers from the pre-scholar, first and second cycles. The author of this study was in this work group. We analyze the horizontal articulation in the Class Curricula Project (PCT) in the 5th grade, trying to understand how the English course articulates with the other courses in students’ curricula. Here we associate the Curricula Articulation Concept to the Interdisciplinary.

Date of Award	24 Sept 2012
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Joaquim Machado (Supervisor)