Published
August 21, 2017
| Pages: 199-216 | Views: 265
Abstract
Over the past decade, several European countries have implemented policies and programmes leading to the introduction of the concept of ‘all-day schooling’, thus acknowledging the need to guarantee the guard of all children and to enhance equal opportunities of success at school. The Portuguese Ministry of Education created and funded the Curricular Enrichment Activities Programme as a measure to support the generalisation of all-day schooling in Portuguese primary schools. Our study aimed at evaluating the reach of the political measures associated with all-day schooling, as was implemented in Portugal by the AEC programme, by focusing on two central dimensions: the political and the curricular. Two cases of different local decisions were studied. The results revealed a unanimous valorisation of the philosophy and the objectives underlying the AEC programme, which gives shape to a ‘good measure’ of social and educational public policies, consistent with the nuclear project of all-day schooling. They also showed, however, that the dimension of the curricular enrichment still needs to be improvedOver the past decade, several European countries have implemented policies and programmes leading to the introduction of the concept of ‘all-day schooling’, thus acknowledging the need to guarantee the guard of all children and to enhance equal opportunities of success at school. The Portuguese Ministry of Education created and funded the Curricular Enrichment Activities Programme as a measure to support the generalisation of all-day schooling in Portuguese primary schools. Our study aimed at evaluating the reach of the political measures associated with all-day schooling, as was implemented in Portugal by the AEC programme, by focusing on two central dimensions: the political and the curricular. Two cases of different local decisions were studied. The results revealed a unanimous valorisation of the philosophy and the objectives underlying the AEC programme, which gives shape to a ‘good measure’ of social and educational public policies, consistent with the nuclear project of all-day schooling. They also showed, however, that the dimension of the curricular enrichment still needs to be improved.
Listen -
References
Armstrong, T., & Armstrong, G. (2004). The Organizational, Community and Programmatic Characteristics that Predict the Effective Implementation of After-School Programs. Journal of School Violence, 3, 93-109.
Bernet, J. T. (1998). La educación fuera de la escuela. ámbitos no formales y educación social. Barcelona: Ariel.
Bernet, J. T. (1999). A Educación Non Formal e a Cidade Educadora: dúas perspectivas. Revista Galega do Ensino, 24, 199-221.
Bolívar, A. (2012). Justicia social y equidad escolar: Una revisión actual. Revista Internacional de Educación para la Justicia Socia, 1, 9-45.
Correia, J. A. & Matos, M. (2001). Da crise da escola ao escolocentrismo. In S. R. Stoer, L. Cortesão & J. A. Correia (Orgs.), Transnacionalização da educação: da crise da educação à educação da crise (pp. 91-117). Porto: Afrontamento.
Demeuse, M., Frandji, D., Greger, D., & Rochex, J.Y. (2008). L’éducation prioritaire en Europe: conceptions, mises en oeuvre, débats. Paris: INRP.
den Besten, O. (2010). Visualising Social Divisions in Berlin: children's after-school activities in two contrasted city neighbourhoods, Forum: Qualitative Social Research, 11. [Online] Available: http://www.qualitative-research.net/ index.php/ fqs/ article/ download/ 1488/ 3010 (3/15/2013)
Dobert, H., Echard, K., & Sroka, W. (2004). Conditions of school performance in seven countries. Múnster: Waxmann.
Forquin, J. C. (1993). Escola e cultura: as bases sociais e epistemológicas do conhecimento escolar. Porto Alegre: Artes Médicas.
Geppert, C. B., Hofmann, S., & Hopmann, T. (2012). Policy Reform Efforts and Equal Opportunity: an evidence-based link? An analysis of current sector reforms in the Austrian school system. Center for Educational Policy Studies Journal, 2, 9-30.
Leite, C., & Pacheco, J. A. (2010). Para uma clarificação de conceitos que atravessam ‘a prestação do serviço educativo’, do processo de avaliação externa de escolas. [Online] Available: http://sigarra.up.pt/ fpceup/ pt/ publs_pesquisa.show_publ_file? pct _gdoc_id=37835 (11/2/2012)
Leite, C. (2005). A territorialização das políticas e das práticas educativas. In C. Leite (Org.), Mudanças curriculares em Portugal: transição para o século XXI (pp. 15-32). Porto: Porto Editora.
Leite, C. (2006). Políticas de Currículo em Portugal e (im) Possibilidades da Escola se Assumir como uma Instituição Curricularmente Inteligente. Currículo sem Fronteiras, 6, 67-81.
Lipovetsky, G. (1989). A era do vazio. Lisboa: Relógio D'Água.
Madureira, C., Rando, B., Alexandre, H., & Martins, M. (2011). Cadernos INA N.º 48: avaliação das actividades de enriquecimento curricular nas Escolas do 1º Ciclo do Ensino Básico. Estudo de caso nas áreas metropolitanas de Lisboa e Porto. Lisboa: INA Editora.
Magalhães, A. M., & Stoer, S. R. (2002). A Nova Classe Média e a Reconfiguração do Mandato Endereçado ao Sistema Educativo. Educação, Sociedade & Culturas, 18, 25-40.
Muñoz, J. M. E. (2005). Valores Institucionales de la Escuela Pública: ideales que hay que precisar y políticas a realizar. In J.M.E. Munoz et al. (Eds.), Sistema educativo y democracia: alternativas para un sistema escolar democrático (pp. 9-40). Barcelona: Ediciones Octaedro.
OECD (2007). No more failures: ten steps to equity in education. Paris: OECD Publishing.
Ordinance no. 16 795/2005, 3 August. Diário da República: II Série, no. 148. [Online] Available: http://dre.pt/pdf2sdip/2005/08/148000000/1110111102.pdf (3/15/2013)
Pacheco, J. A. (1996). Currículo: teoria e práxis. Porto: Porto Editora.
Pfeifer, M., & Holtappels, H. G. (2008). Improving Learning in All-Day Schools: results of a new teaching time model. European Educational Research Journal, 7, 232-242.
Pires, C. (2007). A Construção de Sentidos em Politica Educativa: o caso da escola a tempo inteiro. Sísifo: Revista de Ciências da Educação, 4, 77‑86.
Põder, K., Kerem, K., & Lauri, T. (2013). Efficiency and equity within European education systems and school choice policy: Bridging qualitative and quantitative approches. Journal of School Choice, 7, 1-36.
Reh, S., Rabenstein, K., & Fritzsche, B. (2011). Learning Spaces without Boundaries? Territories, power and how schools regulate learning. Social & Cultural Geography, 12, 83-98.
Roldão, M. C. (2008). Prefácio. In M. Oliveira, R. Coelho, R. Matos & S. Milhano (Eds.), Actividades de enriquecimento curricular: relatório sobre a sua implementação no 1º ciclo do Ensino Básico do concelho das Caldas da Rainha (pp.1-11). Leiria: Centro de Investigação Identidades e Diversidades e Folheto Edições e Design.
Schnitter, M., & Häselhoff, K.-S. (n.d.). All-day Schooling in Düsseldorf, Germany: education, economy and society. [Online] Available: http://www.oecd.org/ edu/educationeconomyandsociety/all-dayschoolingindusseldorfgermany.htm (1/21/2013)
Stake, R. E. (2005). Investigación con estudio de casos. Madrid: Ediciones Morata.
Steiner-Khamsi, G. (2012). Understanding policy borrowing and lending building comparative policy studies. In G. Steiner-Khamsi & F. Waldow (Eds.), World yearbook of education 2012: policy borrowing and lending in education (pp. 3-17).London and New York: Routledge.
Triviños, A. N. (1987). Introdução à pesquisa em Ciências Sociais: a pesquisa qualitativa em educação. São Paulo: Atlas.
Yin, R. K. (2002). Estudo de caso: planeamento e métodos. Porto Alegre: Artmed.
Keywords
Educational Policies, Educational equity, All-day schooling, Curricular enrichment activities
Affiliations
Jorge Martins
University of Porto, Portugal
Ana Vale
University of Porto, Portugal
Ana Mouraz
University of Porto, Portugal
Downloads
Download data is not yet available.
