Resumo

FERNANDES, Preciosa Teixeira. Inovações curriculares: o ponto de vista de gestores de escolas do ensino básico em Portugal. Educ. Rev. [online]. 2011, vol.27, n.01, pp.181-210. ISSN 0102-4698.

In the last decade in Portugal, there have been changes in the curriculum policies for Basic Education that have contributed to some instability in the "field of action" of teachers. These changes were felt mainly in the late 90s with the Project "Flexible Management of Curriculum" (GFC) and in 2005/2006 with the Full-time School measure. From the methodological point of view I have adopted the contributions of Doyle and Ponder (1977) and Correia (1989), concerning the strategies and processes of active and passive resistance shown by teachers towards central innovations. This is the base for my analysis of the speeches made by teachers who are directly involved in the daily governance of schools and have also experienced the two mentioned innovations. In short, the final intention of this text is to situate the debate on the micro side of the curriculum policies.

Palavras-chave : Curricular Innovation; Governance Teachers’.

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