Rita Isabel Lourenço Gil


Biographical note

Teacher of Basic and Secondary Public Education in Portugal since 2001.

2001 – Licensed in Portuguese and French Literature by the University of Lisbon.

2007 – Licensed in Religious Sciences by the Catholic University Lisbon

2014 – MSC in Special Education from Lusófona University in Lisbon

2016 – PHD student in Educational Sciences in the area of Pedagogical Innovation at the Lusófona University in Lisbon. Advisor: Dr. Isabel Sanches

2016 – Member of CEIED – Center for Interdisciplinary Studies in Education and Development of ULHT.

2017/18 – Integrated the coordination in a public school of the Pilot Project of Pedagogical Innovation and the coordination of the Department of Social and Human Sciences.

Individual doctoral project

The challenges of Education for the 21st Century: a contribution to an analysis of the Pilot Project of Pedagogical Innovation in a public school
Title
Isabel Sanches
Advisor

Abstract

Innovative projects that seek to promote students’ success, valuing their interests, motivations and potential, regardless of their physical, intellectual, cultural or other condition, are emerging in public schools. We are in the presence of a generation that, besides being born to handle the technologies, wants to be a constructor of their learning. There is also a need to change the traditional school paradigm and to promote new methodologies in the classroom. These potentialities of the students may prove to be useful in motivating students, making learning more effective, and mobilizing skills essential to the emerging needs of the 21st century. This study analyzes the implementation of the Pilot Project on Pedagogical Innovation (PPIP), proposed by the DGE, in a public school. This project, besides privileging the project work and proposing a new way to design the curriculum, makes use of the technologies with the “EduLabs” project, implemented in Portugal in 2014, by the Ministry of Education. The Pilot Project for Pedagogical Innovation started with 9 intervention measures in the year 2016/17 and in 2017/18 new measures were added, which obliged the change of methodologies in the classroom and flexible management of the curriculum by project and in heterogeneous groups. It is the objectives of the Pedagogical Innovation Pilot Project to verify how the project methodology and the use of technologies can contribute to a higher quality of teaching and learning. We analyzed the grouping of a 6th grade class with a 7th grade class, each with twenty students, constituting a group of forty students, object of this Pilot Project of Pedagogical Innovation, to understand how the students use the technological systems and the teaching and learning methodologies put at their disposal, and what results therefrom. This research is part of a methodological approach of a qualitative nature. For the data collection we used naturalistic observation, semi-structured interview and field notes resulting from informal conversations carried out in the context of the study, and questionnaires were also carried out to 80 students from the PPIP classes of the 2nd and 3rd cycles. The analysis of the classifications obtained and the records of the evolution of competences, at each moment of evaluation, sought to demonstrate how the methodological approaches promoted by the Pilot Project are effective. Through the students’ registers and learning monitoring instruments, especially through the direct observations of the project work, in the first pilot year in the 2017/18 school year, we tried to verify the existence of evidences that prove the improvement of the scholastic performance of each student. The pilot project of pedagogical innovation presents itself as a challenge to the student who can participate actively in the construction of his learning through the use of diversified strategies. This approach combines the use of technology and project work as available resources so that the student can, at his own pace, find the best answer to build knowledge and appropriate the tools and skills necessary to integrate the society of the century XXI.

Key-words: pedagogical innovation, pedagogical differentiation inclusive equity, project methodology, technologies