Escola profissional
: uma escola inclusiva assente na pedagogia diferenciada?

  • Maria Benedita Moreira Campos Furtado Figueiredo (Student)

Student thesis: Master's Thesis

Abstract

This work, by describing and analyzing the characteristics of modern pedagogy and the "innovative" (25 years journey) education and training model advocated for vocational schools, including the implementation of the modular structure in vocational courses, also shows the difficulties and constraints on the implementation of modular curriculum that contributes to educational failure. Thus, being the differentiated learning one of the factors to the success of vocational courses, it’s necessary a reflection on new teaching tools appropriate to the different rhythms of learning, as well as a transdisciplinary collaborative effort work and coordination between the teaching staff in order to widespread the modular curriculum and to respect flexible rates of learning. That given, our purpose was to analyze the pedagogical practices of teachers in vocational schools and the implementation mode of the modular structure, for instance, the use of varied teaching and the abandon of the traditional methodology and unifying past conceptions. We have defined as an investigation strategy, a quantitative, descriptive and correlational methodology, centered on a questionnaire administered to a non-probabilistic sample consisting of 108 teachers from 5 vocational schools of the district of Viseu. The results allow us to conclude that, although teachers are aware of the need to modify their teaching practices, the variables under study proved to be inadequate, in particular in what concerns to the methods of teaching and learning, the cooperative work among teachers, the support classes and student assessment. Therefore, the results indicate that there is still a long way to go to change school into an inclusive, reflective and learning organization, with the responsibility to think itself and to improve continuously by reflecting and analyzing its practices in order to achieve better results.
Date of Award18 Jun 2015
Original languagePortuguese
Awarding Institution
  • Universidade Católica Portuguesa
SupervisorCélia Ribeiro (Supervisor)

Keywords

  • Vocational school
  • Modular structure
  • Inclusive school
  • Differentiated learning

Designation

  • Mestrado em Ciências da Educação

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