Pixel International Conferences

Political discussions around the principles that underpin a school of the future have generated the 21st Century Skills Movement that seeks to define the set of competences that students are expected to achieve in order to be active and prepared citizens for life in a complex and unpredictable society. This idea does not question the importance of content but assumes that students are expected to develop skills ranging from knowledge (contents, skills, to know-how (skills, techniques, strategies) and to know-being (motivations, attitudes, ethics, values, emotions, self-concept). These elements assume a multidimensionality (cognitive, sensorimotor, social / collective, situational, evaluative, affective and ethical) recognizing, therefore, in an integrated perspective of the notion of competence, its complex dimension, flexibility and possibility of transference to new situations. The inclusion of these guiding principles in curricula adopted in schools has gained international relevance in the last decades, particularly in references of the Organization for Economic Co-operation and Development, the European Union and the Partnership for 21st century skills [2]. In Portugal, the Basic Law of the Educational System (1986) brought to the discussion the need to ensure access to school and the extension of compulsory quality schooling, making it imperative in 2009 for all children and young people of age between the ages of six and eighteen. It is in this context that, in 2017, the 'Profile of Students who leave Compulsory Schooling' [3] is published, which states that "it is a reference for the decisions to be taken by educational decision-makers and actors at the level of educational and teaching establishments and bodies responsible for educational policies" - Office 6478/2017. One of the main educational actors is undoubtedly the teacher who has a central role in the definition of strategies and methodologies which are directed towards the expected profile of the student. This means that the teacher's own profile, from the first years of schooling, should ensure that the teacher has characteristics which are conducive to the determination of a teaching-learning environment where students construct the multiple literacies that seem necessary to respond to the demands of our current society. The communication intends to present an analysis of content around the documents that regulate the profile of the teacher of the 1st Cycle of Basic Education (1st to 4th years of schooling), defined in Portugal by Decree-Laws no. 240 and 241/2001, of 30 August, in articulation with the profile of students leaving compulsory schooling, so as to look for points of convergence and divergence that foster reflection on the contribution of these two poles to the success of students and the education system itself.

Keywords: Student’s Profile, Teacher’s Profile, Mandatory Schooling, 1st Cycle of Basic Education;

References:

[1] Sá, P. & Paixão, F. (2013). Contributos para a clarificação do conceito de competência numa perspetiva integrada e sistémica. Rev. Port. de Educação, vol.26, n.1, pp. 87-114.
[2] Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44(3), pp. 299-321.
[3] Martins, G. et al. (2017). Perfil dos Alunos à Saída da Escolaridade Obrigatória. Lisboa: ME/DGE;