Mudanças na estrutura curricular da educação básica do Brasil e de Portugal e a formação continuada dos professores

Abstract

Curriculum is the teacher’s planning base. It represents a set of pedagogical actions, as well the conception of society and education to be adopted by schools. Over the past years, some legal instruments were designed to change the curriculum, reflecting the interests of Portugal and Brazil, which had to opt between the contentbased teaching and the competence-based teaching. Both countries have as a common goal to improve the quality of education, which is believed to be reflected in the indices of large-scale assessments. In this article, we present the main discussions about changes in the curriculum occurred in Portugal and Brazil and their possible implications for the teacher’s pedagogical practice. We see that the continuing teacher education may have a decisive role to raising educational levels, without necessarily demanding curricular reforms.