<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022025000100820</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202551275980</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conceções dos professores na implementação de novas orientações curriculares em Portugal 1,2]]></article-title>
<article-title xml:lang="en"><![CDATA[Teachers&#8217; conceptions regarding the implementation of new curriculum guidelines in Portugal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Patrícia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Melo]]></surname>
<given-names><![CDATA[Nuno]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caseiro]]></surname>
<given-names><![CDATA[Ana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[Bianor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Lisboa Escola Superior de Educação de Lisboa Centro Interdisciplinar de Estudos Educacionais]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Politécnico de Lisboa Escola Superior de Educação de Lisboa ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico de Lisboa Escola Superior de Educação de Lisboa ]]></institution>
<addr-line><![CDATA[Lisboa ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>51</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022025000100820&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022025000100820&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022025000100820&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo As atuais orientações curriculares para o ensino básico português traduzem-se em dois documentos principais, o Perfil dos Alunos à Saída da Escolaridade Obrigatória (PASEO) e as Aprendizagens Essenciais (AE), publicados em 2017 e 2018, respetivamente. Inicialmente estes documentos coexistiram com documentos curriculares anteriores e só em 2021, com o despacho n.º 6605-A/2021, que vem revogar os programas anteriores, é que se constituem como o único referencial para a gestão e flexibilização curricular. Para se poder compreender a funcionalidade e o modo como estes documentos serão implementados, é essencial conhecer as conceções dos docentes sobre estes instrumentos curriculares. Assim, neste estudo, foram realizados 6 grupos focais, com 17 professores do 1.º e 2.º Ciclos do Ensino Básico, tendo a informação recolhida sido tratada por análise de conteúdo. Procurou-se perceber como é que os professores perspetivam as atuais orientações curriculares e como equacionam a sua adequação aos contextos reais. Os resultados obtidos revelam que os participantes neste estudo conhecem os documentos curriculares atuais e refletem sobre as suas implicações, mas que a sua entrada em vigor e a revogação dos documentos curriculares anteriores não causou alterações significativas no seu modo de trabalho. Os docentes interpretam o PASEO como um referencial para o desenvolvimento de competências essenciais. Quanto às AE, apesar de críticos relativamente à sua formulação, os docentes rejeitam que estas constituam aprendizagens mínimas ou que tenham subjacente um decréscimo de exigência. Não obstante, alguns docentes referem ausência de realismo na sua definição e antecipam dificuldades na sua implementação.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The current curricular guidelines for Portuguese basic education are expressed in two main documents: the Profile of Students at the End of Compulsory Schooling (PASEO) and the Essential Learnings (AE), published in 2017 and 2018, respectively. Initially, these documents coexisted with previous curricular references, and it was only in 2021, with Order No. 6605-A/2021 &#8212; which revoked the earlier programs &#8212; that they became the sole framework for curriculum management and flexibility. In order to understand the functionality and implementation of these documents, it is essential to explore teachers&#8217; conceptions of these curricular instruments. Thus, in this study, six focus groups were conducted with 17 teachers from the 1st and 2nd cycles of basic education, and the information collected was analyzed using content analysis. The study aimed to explore how teachers perceive the current curriculum guidelines and assess their suitability to real classroom contexts. The findings indicate that the participants are familiar with the current curricular documents and engage in reflective consideration of their implications. Nonetheless, the implementation of these documents, along with the revocation of previous ones, has not led to significant changes in their teaching practices. Teachers view the PASEO as a reference framework for developing essential competences. Regarding the AE, while they express criticism of its formulation, they reject the notion that it represents minimum learning standards or a decline in academic expectations. Still, some teachers highlight a lack of realism in its design and foresee challenges in its practical application.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagens essenciais]]></kwd>
<kwd lng="pt"><![CDATA[Conceções de professores]]></kwd>
<kwd lng="pt"><![CDATA[Competências]]></kwd>
<kwd lng="pt"><![CDATA[Ensino básico]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Essential learnings]]></kwd>
<kwd lng="en"><![CDATA[Teachers&#8217; conceptions]]></kwd>
<kwd lng="en"><![CDATA[Competences]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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