Resumo

DUARTE, Pedro; MOREIRA, Ana Isabel  e  ALVES, Luís Alberto. Educational-curricular policies in initial teacher education: the case of History teaching in Portugal. J. Pol. Educ-s [online]. 2022, vol.16, e87808.  Epub 30-Maio-2023. ISSN 1981-1969.  https://doi.org/10.5380/jpe.v16i0.87808.

From a comparative analysis between Decree-Law Nº. 43/2007 and Decree-Law Nº. 79/2014, we intend to explain the most recent Portuguese educational-curricular policies regarding the initial education of History/Social Sciences teachers. In a present of constant uncertainties, of missing professionals in schools, of disconnects between the demands of the contexts and the initial education provided, it seemed pertinent to think about the circumstances prior to the exercise of the teaching profession. The reading of the normative documents that, after the Bologna Process (1999), legally framed the initial teacher education courses allowed us to conduct a qualitative research focused on the curricular options underlying their matrices, on the conceptions of teaching that were adopted, on the discourse considered therein, and their (possible) meanings. As preliminary results, we noticed a tendency to value the more technical dimensions of the profession to the detriment of the more comprehensive domains of pedagogical reflection. Moreover, we note the need to counteract a ‘less rigorous’ initial education, as this may mean a certain devaluation of the teaching function.

Palavras-chave : educational policies; curriculum; teacher education; History/Social Sciences.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )