Resumen

VOIGT, Jane Mery Richter  y  MORGADO, José Carlos. CURRICULAR POLICIES FOR SECONDARY/MIDDLE SCHOOL EDUCATION IN PORTUGAL AND BRAZIL. e-Curriculum [online]. 2019, vol.17, n.4, pp.1665-1683.  Epub 27-Ene-2020. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i4p1665-1683.

Curricular changes, both in Portugal and in Brazil, are becoming more and more influenced by transnational pressures, which demand higher standards, the implementation of a common culture and an education that prepares for the workplace, thus responding to a series of issues that come essentially from the economic scenario. However, in view of the aforementioned aspects, as well as the recent scientific and technological advances, education cannot lose sight of its human dimension. However, in view of the aforementioned aspects, as well as the recent scientific and technological advances, education cannot lose sight of its human dimension, with Secondary Education/Middle Education compelled to create the conditions for students to develop skills that prepare them for a society that is structured on the basis of knowledge, is transformed at an increasingly intense rate and has become more complex. It is important, therefore, to find out what they think and how teachers stand in the face of these changes. Hence, the objective of this text is to analyze teachers’ perceptions about curricular policies regarding the National Common Curricular Base (Base Nacional Comum Curricular - BNCC) in Brazil, and the Profile of Students Leaving Compulsory Schooling in Portugal. The theoretical framework, on which the study is based, refers to curriculum and curricular policies. Of qualitative quality, the research counted on the participation of Secondary School/Middle School teachers, through interviews conducted in the two countries. Regarding the Portuguese teachers, it was found that only now the changes have created conditions for the participation of schools in curricular decisions; regarding Brazilian teachers, BNCC may have a more unifying function than that of differentiating and emancipating.

Palabras clave : National Common Curricular Base; Curriculum; Student profile; Curricular policies.

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