The consolidation of the school model and the compulsory schooling of all children were undoubtedly a moment of great importance for the history of education and for society itself. However, the school system has not been able to keep up with the evolution of society, and althought the various reforms that took place over the last century, it has remained bureaucratized, closed on itself and unable to adapt to changes, becoming inadequate and limited.Aware of this reality, Portuguese Government launched a new National Program for Innovation in Learning as being one of the priorities for Education. Thus, in September 2016, Pilot Projects for Pedagogical Innovation (PPPI) were particularly developed in six state school establishments. Simultaneously, there are state schools in the country that while not taking part in these projects, consider themselves as being innovative schools.The present study aims to compare these two school contexts, analyzing how the PPPI is being settled in one of the six schools that have embraced this project as well as the effects of its implementation. Simultaneously, will identify what innovative dynamics are being developed in one of the schools which consider themselves innovative and the impact of these dynamics in the learning community. For this, a double, descriptive and interpretative case study was carried out, within the scope of the qualitative paradigm, using various techniques of data collection, namely: documental analysis, interviews and questionnaires.Data showed that the school which is implementing the PPPI is effectively carrying out structural changes, i.e at the level of school grammar, developing more individualized and student-centered teaching-learning processes in order to prevent absenteeism, school drop out and to promote better learning techniques. Meanwhile the school that calls itself innovative focuses primarily on students' academic grades. It has, in fact, implemented some projects that do not exist in other schools, however a bureaucratized and transmissive pedagogy prevails, keeping traditional school grammar practically unchanged.
|Date of Award||9 May 2018|
- Universidade Católica Portuguesa
|Supervisor||José Matias Alves (Supervisor)|
- School grammar
- Teaching and learning process
- Mestrado em Ciências da Educação