Intenções e desafios do novo currículo do Ensino Secundário Geral na promoção de inter-relações CTS: Um estudo desenvolvido no âmbito do Projeto Timor

Abstract

O artigo inscreve-se no Projeto Avaliação do impacte da implementação da restruturação curricular do ensino secundário geral em Timor-Leste: um estudo em contexto de cooperação internacional. Partindo da reconhecida importância de uma praxis alinhada com o movimento CTS, o presente estudo pretendeu: analisar se e de que modo o Plano Curricular do Ensino Secundário Geral (PCESG) e programas de disciplinas da componente de Ciências e Tecnologia (CCT) estão alinhados com tal movimento; caracterizar o conhecimento de formadores Portugueses e Timorenses e de professores Timorenses sobre dimensões, princípios e abordagens CTS; averiguar se as perspetivas educativas CTS estavam a ser mobilizadas por formadores e professores na sua prática; identificar aspetos que alunos relevavam e que reportavam para uma educação CTS. A investigação qualitativa abrangeu responsáveis políticos e diretivos, formadores timorenses e portugueses e professores e alunos timorenses da CCT. Os dados, recolhidos em documentos, por observação direta e inquérito, foram alvo de análise de conteúdo. Os resultados permitem evidenciar, principalmente, que o PCESG e programas de disciplinas da CCT estão alinhados com perspetivas CTS; que formadores portugueses conhecem e mobilizam na formação tais perspetivas; que alguns formadores e professores timorenses também se começam a apropriar delas e que alunos reconhecem o interesse em se envolverem ativamente na construção do seu conhecimento e em desenvolverem e mobilizarem competências adequadas à tomada de decisões e à resolução de situações-problemas sociais locais. Assim, urge dar continuidade a uma formação de professores que melhor os habilite a desenvolverem tal orientação.

The work is based on research developed in the project “Evaluation of the Impact of the Restructuring of the Secondary Education Curriculum in East Timor – a Study in the Framework of International Cooperation”. Starting from the recognized importance of a practice/praxis aligned with the ScienceTechnology-Society (STS) movement, the study intended to determine: if and how the Curriculum Plan of General Secondary Education (CPGSE) and the discipline programs of the Science and Technology Component (STC) were aligned with this movement; the extent of knowledge of the Portuguese/Timorese trainers and also of the Timorese teachers of this component in terms of STS dimensions, principles and approaches; if the STS perspective was being mobilized by trainers and teachers in their practice; and what aspects of STC education the STC students were reporting. Essentially qualitative research was developed by involving policy makers/managers, Portuguese/Timoresetrainers and also Timorese teachers/students/. Data collection techniques included the collection of documents, direct observation and inquiry. The data were subjected to content analysis. The results showed that the CPGSE and STC discipline programs were aligned with STS perspectives; that Portuguese trainers were familiar with and mobilized such perspectives; that some Timorese trainers/teachers had also begun to take ownership of them; and that Timorese students were keen to be actively involved in the construction of knowledge and in the development and mobilization of appropriate decision-making skills to solve local social problems. Thus, there is an urgent need to continue teacher training to enable them to develop such guidance more effectively.

Cet article s’inscrit dans le Projet d’Evaluation de l’impact de la mise en œuvre de la restructuration du curriculum de l’enseignement secondaire général au Timor Oriental: une étude en contexte de coopération internationale. À partir de l’importance reconnue d’une praxis alignée avec le mouvement Science, Technologie et Société (STS), cette étude visait à: i)analyser si et comment les programmes curriculaires de l’enseignement secondaire général (PCESG) et les programes des disciplines de Science et Technologie (ST) correspodent à une telle démarche; ii) caractériser la connaissance des formateurs portugais et timorais et des enseignants timorais en ce qui concerne les dimensions, les principes et les approches STS ; iii) vérifier si l’enseignement et l’apprentissage STS ont été mobilisés par les formateurs/enseignants dans leur pratique; iv) identifier les aspects que les élèves ont révélés et qui se repportaient à une éducation STS. Cette recherche qualitative a impliqué des décideurs/gestionnaires, formateurs timorais/portugais et élèves /enseignants timorais. Les données recueillies, au travers de documents, de l’observation directe et de l’enquête ont été soumis à une analyse de contenu. Les résultats mettent en évidence que le PCESG et les programmes des disciplines ST sont alignés avec les perspectives STS; que les formateurs portugais savent et mobilisent ces perspectives dans la formation; que certains formateurs et enseignants timorais commencent également à prendre possession de ces perspectives et que les élèves reconnaissent l’intérêt de participer activement à la construction de leurs connaissances et de développer et mobiliser les compétences requises pour la prise de décision et de résolution de situations problématiques sociales locales. Ainsi, il est urgent de poursuivre la formation des enseignants pour mieux leur permettre de développer de telles orientations.