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Bibliographic Data
| ID | 21854078 |
|---|---|
| Authors | Teresa de Jesus Correia Paulino dos Santos (0000-0002-7165-9051, University of Minho), María Palmira Alves (0000-0002-3108-744X, University of Minho) |
| Year | 2020 |
| Volume | 15 |
| Issue | 3 |
| Pages | 1374-1388 |
| Publication date | 2020-02-20 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Revista Ibero-Americana de Estudos em Educação (JOURNAL) |
| Journal identifiers | ISSN: 1982-5587 • E-ISSN: 2446-8606 |
| Publisher | Revista Ibero-Americana de Estudos em Educacao (PUBLISHER) |
| DOI | 10.21723/riaee.v15i3.13808 |
| OpenAlex | W3036963676 |
| Language | PT |
| Citations received | 2 |
| References cited | 1 |
To develop a liberating education is to recognize that knowledge is a process of collective discovery, mediated by dialogue between teacher and student. Educating in a liberating perspective presupposes attending the singularity of each student, in a process of curricular development in which the evaluation assumes a formative function. We present a study, of a qualitative nature, developed in a group of schools, located in the North of Portugal, with the main objectives of evaluating the effects of a project to combat school failure, in basic education; and to know the dynamics that, in the opinion of the teachers, contributed to the success of the project. The instrument of data collection was the semi-structured interview, which was carried out with 10 teachers who held coordination positions during the duration of the project. The data were analyzed using content analysis. The results emphasize that the success of the project was mainly due to the cooperation dynamics of the education officers with the school. It has proved important to consolidate the flexibility of the curriculum, which allows the student to occupy the centrality in the process of curriculum development; and to encourage dialogue between teacher and student, particularly through feedback mechanisms, tracing a path of reflective and emancipatory evaluation
Centrality · Curriculum · Formative assessment · Management · Mathematics education · Pedagogy · Sociology · Computer Science · Education and Digital Technologies · Education Pedagogy and Practices · Educational Practices and Policies · Psychology
| Citations per year | 0.33 |
|---|---|
| Citation span | 2020 - 2024 (5) |
| Highly cited | No |