Textbooks and curricular reform in Portugal: Geography teachers’ perceptions
DOI:
https://doi.org/10.5902/1984644460850Keywords:
Textbook, Geography teaching, Teachers.Abstract
This paper aims at researching how the use of Textbooks, as a central resource in education, has changed considering the curricular changes introduced in Portugal, with the publication of new legislation related to school learning and the integral training of students as they finish compulsory education. The research seeks to understand schoolteachers’ views related to the curriculum changes and how they were followed by a new use of textbooks both by teachers and students. Data collection was done using questionnaires. The preliminary results point to the existence of a gap between the new curricular guidelines and the textbooks that support the work of teachers and students. In fact, the new legislation related to school learning and the integral training of students does not include a new concept and use of textbooks to respond to the new requirements of the national education system. Some recommendations and reflections are presented based on the needs detected by the teachers.References
BASTURKMEN, Helen. Developing Courses in English for Specific Purposes. New York: Paglave Macmillan, 2010
BOGDAN, Robert; BIKLEN, Sari. Investigação Qualitativa em Educação: uma introdução à teoria e aos métodos. Porto. Porto Editora, 1994
CARVALHO, Adalberto. O tempo despendido e os recursos utilizados pelos professores na preparação das atividades de ensino. ORE: Observatório dos Recursos Educativos, 2018
DGE. Perfil dos alunos à saída da Escolaridade Obrigatória. Direção Geral da Educação: Editorial do Ministério da Educação e Ciência, 2017
DGE. Aprendizagens Essenciais da Geografia. Direção Geral da Educação: Ministério da Educação e Ciência, 2018
GÉRARD, François; ROEGIERS, Xavier. Conceber e avaliar manuais escolares. Porto: Porto Editora, 1998
GRAVES, Kathleen. Designing Language Courses. A Guide for Teachers. Boston. Heinle Cengage Learning, 2000
LEI 47/2006 de 29 de Agosto – Define o regime de avaliação, certificação e adopção dos manuais escolares do ensino básico e do ensino secundário. Disponível em: https://dre.pt/application/conteudo/540784. Acesso em: 4 jan.2020
SILVA JUNIOR, Clovis; RÉGNIER, Jean-Claude. Livros didácticos e suas funções para o professor de Matemática no Brasil e na França. In Matemática formal e Matemática não formal 20 anos depois: sala de aula e outros contextos, SIPEMAT: Simpósio Internacional de Pesquisa, 2008 Disponível em: https://halshs.archives-ouvertes.fr/halshs-00382645/document, Acesso em: 11 jan.2020
LAMBERT, David. Exploring the use of textbooks in Key Stage 3 geography classrooms: a small-scale study. The Curriculum Journal, Vol 10 No 1, 1999. 85-105
ZABALZA, Miguel. Planificação e desenvolvimento curricular na escola. Rio Tinto: Edições Asa, 1992
Published
How to Cite
Issue
Section
License
Declaration of originality
We declare that all articles present in the journal Educação (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction. We also declare that, after being published by Educação (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.
We also acknowledge that the originals’ submission to Educação (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).
Attribution 4.0 International (CC BY 4.0)
This license lets others remix, transform, and build upon the material for any purpose, even commercially, and copy and redistribute the material in any medium or format.
This work is licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0)
