Abstract
Calibrating the right developmental approach when introducing a new innovative intervention is a complex task for governments, and schools alike. The new Projeto-Piloto de Inovação Pedagógica offers six schools an opportunity to break most ofthe rules in order to unfreeze pedagogical and curricular traditions and open the “black box” classrooms. The paper examines what this intervention means for the Ministry and for the schools involved and reflects on its prospected outcomes.
Highlights
With the world changing ever so fast it becomes of utmost importance to have its dynamics reflected into the boundaries of schools, curricula and pedagogies
The Pilot Project for Pedagogical Innovation (Projeto-Piloto de Inovação Pedagógica) which has been introduced only a year ago provides a unique opportunity for a set of six pilot schools and already seems to show interesting conclusions
This paper attempts to capture the scope of this innovative intervention, along with how it is reflected at the school level
Summary
With the world changing ever so fast it becomes of utmost importance to have its dynamics reflected into the boundaries of schools, curricula and pedagogies. This provides yet another insight into the significance of understanding teachers’ and other school staff’s involvement in how the curricular intervention is proposed, and points out the possible gap that occurs between intended and implemented initiative In conclusion of this part, while it is close to impossible to aggregate a set of rules and prescriptions for an innovative intervention to settle well and implement in the best possible way, the provided literature does indicate certain ideas that if carefully considered may significantly support the implementation process. Portugal counted 371 schools that were developed in an open space manner in 1985 This was known as P3 project schools that was developed aiming at allowing several possibilities for individual and group teaching, including the idea of introducing a wide range of diverse learning activities, and constructing buildings with two or three large “classrooms” with the possibility of adapting the site conditions to various numbers of students (MARTINHO & DA SILVA, 2008). The 1986 Education Act defined a cross-curriculum area of personal and social education in Decreto-Lei No 286/89 in 1989 and was to be implemented at four levels” (OECD/CERI, 1998, p. 45): 1. In every curriculum area or discipline
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