Conception de programmes d'études en réseau? Dynamique relationnelle des associations d'enseignants dans l'élaboration des Apprentissage Essentiel au Portugal

Auteurs

DOI :

https://doi.org/10.21814/rpe.24086

Mots-clés :

Associations d'enseignants, Conception du curriculum, Politiques curriculaires, Analyse des réseaux sociaux, Collaboration entre enseignants

Résumé

L'invitation du Ministère Portugais de l'Éducation aux associations d'enseignants (AEs), en 2016, pour leur participation au processus de définition de les Apprentissage Essentiel (AE) est sans précédent dans le contexte historique et curriculaire portugais, comme dans la plupart des pays du monde. Dans ce texte, nous entendons comprendre la structure sociale et les dynamiques d'interaction créées par les AEs dans la préparation de les AE, en répondant aux questions de recherche suivantes: i) Quels acteurs ont été invités par les AEs dans leurs équipes et quelles relations d'interaction ont-elles établies entre eux?; ii) Quelle dynamique relationnelle les associations des différents domaines disciplinaires ont-elles établie entre elles?

En tant que méthodologie, nous avons privilégié l'analyse des réseaux sociaux (ARS), qui permet de détecter la structure des relations sociales, et leurs schémas d'interaction et de les représenter graphiquement. Nous avons développé un questionnaire d'analyse de réseau qui a été appliqué aux 18 AEs qui ont participé à la préparation des AE.

Les résultats montrent que les AEs constituaient des équipes formées avant tout par des spécialistes de la discipline dans le domaine disciplinaire des AEs. La représentation sociale des connaissances professionnelles par l'AEs dévalorise la connaissance du curriculum. Il y avait aussi peu de collaboration entre les associations dans la préparation des AE, ce qui peut être justifié par la tradition du système éducatif portugais avant la Révolution du 25 avril, qui était soutenue par une logique de travail individuel des enseignants, et par la genèse ou la culture disciplinaire des AEs.

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Biographie de l'auteur

Joana Viana, Universidade de Lisboa, Portugal

Joana Viana é licenciada e mestre em Ciências da Educação, e doutorada em Educação, na área de especialidade Teoria e Desenvolvimento Curricular, pelo Instituto de Educação, da Universidade de Lisboa.

Professora Auxiliar Convidada no Instituto de Educação da Universidade de Lisboa, investigadora colaboradora da Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF), da mesma instituição, e investigadora associada do Núcleo de Leiria do CICS.NOVA - Centro Interdisciplinar de Ciências Sociais da Universidade Nova de Lisboa. É Perita Externa do Instituto de Educação ao abrigo do Programa TEIP (DGE) e consultora pedagógica para várias entidades, no âmbito de diferentes projetos com caráter educativo. 

Situando a sua atividade académica nas áreas de Currículo e Tecnologias Educativas, tem vindo a dedicar-se a questões relacionadas com a utilização de tecnologias digitais em contextos de aprendizagem, quer formais quer informais, e nos modos como o currículo é equacionado, desenhado e implementado. É nesse âmbito que tem desenvolvido o seu trabalho de investigação e realizado várias publicações. 

 

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2023-05-29

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