Aspekte der Lokalpolitik in den schulpolitischen Fördermaßnahmen in Portugal

Correia, José Alberto; Caramelo, João

doi:10.4000/rfp.3536

Cited by 3 publications

(3 citation statements)

References 3 publications

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“…Y es que, tal y como afirman Powers et al (2016), la escuela no es la única entidad que puede compensar las injusticias, estas tienen que ser abordadas desde todos los ámbitos. En esta lógica funciona el agrupamento de escolas al formar parte del programa TEIP: se elaboran estrategias que articulen el centro educativo con el resto de las instituciones del contexto (Correia y Caramelo, 2012;Seddon, 2014) y, de manera concreta, el agrupamento estudiado lo hace basándose en el trabajo cooperativo con el barrio y en un compromiso público en el marco del proyecto de centro.…”

Section: Discusión Y Conclusionesunclassified

Aprendiendo del éxito de las escuelas portuguesas en contextos desafiantes para luchar contra las desigualdades y el fracaso escolar

Moreno-Medina,

Murillo,

Fernandes

2024

AULA_ABIERTA

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La presente investigación busca comprender el funcionamiento del programa Territórios Educativos de Intervenção Prioritária (TEIP) de Portugal para obtener algunas lecciones aprendidas que puedan ser aplicadas a la mejora de equidad en la educación en España. Para ello se realiza un estudio de caso de un agrupamento de escolas que participa en el programa TEIP que ha realizado una mejora sustancial en los últimos años. Los instrumentos utilizados son la entrevista, el análisis de documentos y la observación no participante. Se ha encontrado que hay cuatro estrategias clave en esta mejora: 1) equipo multidisciplinar, 2) cultura escolar de lucha por la Justicia Social, 3) adaptación y contextualización del currículo y 4) colaboración entre escuela, familias y barrio. Se puede concluir que el programa debe su éxito al contar con un diseño de políticas educativas ajustadas a las necesidades de las escuelas en contexto desafiantes con apoyos que permiten desarrollar estrategias a medida.

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Section: Discusión Y Conclusionesunclassified

Aprendiendo del éxito de las escuelas portuguesas en contextos desafiantes para luchar contra las desigualdades y el fracaso escolar

Moreno-Medina,

Murillo,

Fernandes

2024

AULA_ABIERTA

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“…The TEIP as a measure of educational policy ‘assumes a positive discrimination policy, highlighting the role of local actors and partnerships while contributing to the creation of conditions of equality of opportunity’ (Barbieri, 2003, p. 43). The TEIP emphasises the idea of territorialisation of education (Correia & Caramelo, 2012; Seddon, 2014) and with it the perspective of the need for partnerships and local dynamics, aiming for social and school integration. TEIP schools are basically networks of schools with educational action open to the surroundings.…”

Section: Teip Schools: Further Clarificationmentioning

confidence: 99%

Networking in education: From concept to action – An analytical view on the Educational Territories of Priority Intervention (TEIP) in Northern Portugal

Silva

Araújo

2016

Improving Schools

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This article presents an analysis of school principals’ perspectives on networking concerning schools and school clusters from areas of social vulnerability (Educational Territories of Priority Intervention (TEIP)) in Northern Portugal. The meanings, purpose, benefits and difficulties of networking in education are examined, based on interviews with school principals. The concept of networking has a theoretical, conceptual and methodological organising function. The data show that networking, partnership and collaboration are used similarly when considering the work inside the school and between schools, as well as with the outside community. Networking is viewed as crucial for the school, and benefits are underlined both for the school and for students and teachers. The culture of isolation and individualism in teachers’ work is a challenge schools face. Although there is a wide recognition of the value of networking in education, there is an equally wide and diverse perspective on it as well as on strategies to implement it.

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“…Most schools covered by the TEIP program are located in the urban context. Many studies criticized the implementation of the TEIP policies because of,it's tendency to focus on children and their families as the main problem of school exclusion and for not considering the main relationship in the social exclusion or the work world (Canário, 2004;Correia & Caramelo, 2012).…”

Section: Urban Teacher Education and Social Justicementioning

confidence: 99%

Initial teacher education for social justice and teaching work in urban schools: An (im)pertinent reflection

Pereira

2014

AJER

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This paper presents conceptions and reflections on initial teacher education for social justice based on a study that sought to identify the discourses produced in the initial education of teachers of the first and second cycles of basic education on the concept of social justice and to understand the effects of those discourses on the educational practices of teachers beginning their careers in urban schools. The study was developed in Portugal and was based on an analysis of programs offered in the curriculum for the bachelor’s degree in elementary education and the master’s degree in teaching of the first cycle of basic education (CEB) (first four years of schooling) and the second CEB (fifth and sixth school grades) and on biographical interviews with teachers of the first and second CEB who trained in the last five years and a teacher educator. The results show the inadequacy of initial teacher education in relation to the educational mandates that some of the urban schools apply to teachers’ work and that the ideology of inclusion characterizes the discourses analysed. The results also reveal that the ethical dimension of the profession is not yet seen as integrating the core curriculum, being more dependent on human sensitivity, on teachers’ initial education and on educators’ professional ideology. Cet article présente des conceptions et des réflexions sur la formation initiale des enseignants pour la justice sociale à partir d’une étude visant à identifier les discours produits lors de cette formation. Nous avons examiné les premier et deuxième cycles de la formation de base portant sur le concept de la justice sociale pour comprendre les effets de ces discours sur les pratiques pédagogiques des enseignants qui débutent leur carrière dans des écoles en milieu urbain. Développée au Portugal, l’étude est basée, d’une part, sur une analyse des programmes offerts dans le cadre du baccalauréat en éducation au primaire et de la maitrise en éducation du premier cycle (quatre premières années de scolarité) et du deuxième cycle (5e et 6e années) et, d’autre part, sur des entrevues biographiques auprès d’enseignants formés dans les cinq dernières années et auprès d’un formateur. Les résultats démontrent l’insuffisance de la formation initiale des enseignants par rapport aux mandats éducatifs de certaines écoles en milieu urbain. L’analyse des discours révèle que l’idéologie de l’inclusion les caractérise. Finalement, les conclusions indiquent également que l’intégration du curriculum de base n’est toujours pas accomplie dans l’éthique de la profession, celle-ci s’appuyant davantage sur la sensibilité humaine, la formation initiale des enseignants et l’idéologie professionnelle des enseignants.

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Aspekte der Lokalpolitik in den schulpolitischen Fördermaßnahmen in Portugal

Cited by 3 publications

References 3 publications

Aprendiendo del éxito de las escuelas portuguesas en contextos desafiantes para luchar contra las desigualdades y el fracaso escolar

Aprendiendo del éxito de las escuelas portuguesas en contextos desafiantes para luchar contra las desigualdades y el fracaso escolar

Networking in education: From concept to action – An analytical view on the Educational Territories of Priority Intervention (TEIP) in Northern Portugal

Initial teacher education for social justice and teaching work in urban schools: An (im)pertinent reflection

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