In 2018, a new paradigm was introduced in education in Portugal, offering greater flexibility and autonomy to schools, always based on a previously defined Student Profile and a set of Essential Learnings. It is an attempt to take a step forward in relation to several concepts of education. Is this really the case?
Decree-Law 55/2018**, of July 6, establishes the curriculum for primary and secondary education, the guiding principles for its design, implementation and assessment of learning, promoting equal access to education and academic success for all students. Its implementation is in accordance with the **Profile of Students at the End of Compulsory Schooling**, which aims to develop cognitive, social and emotional skills in students, preparing them for the challenges of the future.
Structure and Objectives of the Decree-Law
The decree's main objective is to ensure that all students acquire the knowledge, skills and attitudes necessary to achieve the competencies stipulated in the Student Profile. This profile focuses on promoting active and informed citizenship through interdisciplinary learning aimed at developing complex skills. The decree responds to the needs of today's society, marked by technological advances and globalization, requiring an education that prepares students for unknown challenges.
One of the main innovations of this decree is **curricular flexibility**. Schools have the autonomy to adapt their curricula to the needs of their students and the context of the educational community, promoting more meaningful and tailored learning. This flexibility allows educational establishments, in dialogue with families and the community, to diversify teaching strategies and promote interdisciplinary work.
Guiding Principles
The guiding principles of the decree include universal access to the curriculum, ensuring equal opportunities for all students. The curriculum must be coherent and sequential, allowing students to change course when necessary, and activities developed within the school community must be an integral part of the curriculum. There is also an emphasis on developing research skills, critical analysis and student autonomy.
Furthermore, the decree values artistic, scientific, technological and humanistic components as structuring the curriculum. **Essential learning** is the set of indispensable knowledge that must be acquired by all students, ensuring that, regardless of their educational path, they develop the skills provided for in the Student Profile.
Autonomy and Curricular Flexibility
Decree-Law 55/2018 grants schools autonomy to manage the curriculum, with the aim of boosting interdisciplinary work and deepening and enriching learning. This means that schools can organize the curriculum according to the specificities of their community and the needs of their students, implementing subjects and activities that promote the integral development of students.
The **Citizenship and Development component** is one of the central elements of this approach, and is present in all educational and training offerings, aiming at the exercise of active citizenship. The development of school projects that allow students to express themselves in different ways and strengthen their self-esteem and critical capacity is also encouraged.
Educational and Training Offers
The Decree-Law organizes educational and training offerings in primary and secondary education into different modalities, such as general primary education, specialized artistic courses, and scientific-humanistic and professional courses in secondary education. The latter aims to provide students with a diversified education, according to their interests, preparing them for further studies or for insertion in the job market.
Dual certification offers, such as youth education and training courses, are also planned, allowing students to complete compulsory schooling and enter working life.
Assessment and Certification
The **assessment** of learning is a central aspect of the Decree-Law, promoting an approach that combines internal and external assessment processes. Internal assessment is continuous and formative, while external assessment, carried out through final exams, aims to certify the learning acquired. Physical Education, for example, will now be considered for calculating the final grade, similar to other subjects.
The decree also provides for the certification of students with special educational needs, ensuring that they have access to the tools necessary for educational success. **Multidisciplinary teams supporting inclusive education** play a fundamental role, being responsible for creating an inclusive and supportive learning environment.
Monitoring and Follow-up
The implementation of this decree is monitored by a national team, with the support of local coordinators. Monitoring takes place over a six-year period, with mid-term assessments every two years, allowing the implementation of the measures to be adjusted as necessary. This process aims to ensure that the curriculum is an effective tool for achieving the goals of inclusion and academic success.
Conclusion
In 2018, a new paradigm was introduced in education in Portugal, offering greater flexibility and autonomy to schools, always based on a previously defined Student Profile and a set of Essential Learnings. It is an attempt to take a step forward in relation to several concepts of education. Is this really the case?
Eduardo Rui Alves
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