{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2022,4,5]],"date-time":"2022-04-05T00:16:35Z","timestamp":1649117795853},"reference-count":26,"publisher":"FapUNIFESP (SciELO)","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Educ. rev."],"published-print":{"date-parts":[[2011,4]]},"abstract":"<jats:p>Na \u00faltima d\u00e9cada, em Portugal, assistimos a altera\u00e7\u00f5es nas pol\u00edticas curriculares para o ensino b\u00e1sico que t\u00eam contribu\u00eddo para uma certa instabilidade no \"terreno de a\u00e7\u00e3o\" dos professores. Essas altera\u00e7\u00f5es ocorreram sobretudo desde o final da d\u00e9cada de 1990, com o \"Projecto de Gest\u00e3o Flex\u00edvel do Curr\u00edculo\" (GFC) e, em 2005\/2006, com a medida \"Escola a tempo inteiro\"\u00b2. Do ponto de vista metodol\u00f3gico, sigo os contributos de Doyle e Ponder (1977) e de Correia (1989), sobre estrat\u00e9gias e processos de resist\u00eancia ativa e passiva adotados por professores perante inova\u00e7\u00f5es centralizadas. \u00c0 luz desses referentes, analiso discursos de professores\/as em exerc\u00edcio de gest\u00e3o e que experienciaram, enquanto tal, aquelas duas inova\u00e7\u00f5es. Em s\u00edntese, \u00e9 inten\u00e7\u00e3o final deste texto situar o debate do lado micro da pol\u00edtica curricular.<\/jats:p>","DOI":"10.1590\/s0102-46982011000100009","type":"journal-article","created":{"date-parts":[[2012,4,5]],"date-time":"2012-04-05T20:36:48Z","timestamp":1333658208000},"page":"181-210","source":"Crossref","is-referenced-by-count":1,"title":["Inova\u00e7\u00f5es curriculares: o ponto de vista de gestores de escolas do ensino b\u00e1sico em Portugal"],"prefix":"10.1590","volume":"27","author":[{"given":"Preciosa Teixeira","family":"Fernandes","sequence":"first","affiliation":[{"name":"Universidade do Porto"}]}],"member":"530","reference":[{"key":"ref1","series-title":"Educaci\u00f3n y poder","author":"APPLE Michael","year":"1987"},{"key":"ref2","series-title":"Reforming education & changing Scholl: case studies in policy sociology","first-page":"6","volume-title":"The policy process and the processes of policy","author":"BALL Stephen","year":"1992"},{"key":"ref3","series-title":"Educational reform: a critical and post-structural approach","author":"BALL Stephen","year":"1994"},{"issue":"2","key":"ref4","first-page":"99","article-title":"Directrizes pol\u00edticas globais e rela\u00e7\u00f5es pol\u00edticas locais em educa\u00e7\u00e3o","volume":"1","author":"BALL Stephen","year":"2001","journal-title":"Curr\u00edculo Sem Fronteiras"},{"issue":"2","key":"ref5","first-page":"3","article-title":"Reformar escolas\/reformar professores e os terrores da performatividade","volume":"15","author":"BALL Stephen","year":"2002","journal-title":"Revista Portuguesa de Educa\u00e7\u00e3o"},{"key":"ref6","series-title":"Reformas educativas e forma\u00e7\u00e3o de professores","first-page":"47","volume-title":"A reforma educativa e a forma\u00e7\u00e3o de professores","author":"BENAVENTE Ana","year":"1992"},{"key":"ref7","series-title":"Como melhorar as escolas","author":"BOL\u00cdVAR Ant\u00f3nio","year":"2003"},{"key":"ref8","series-title":"Reforming education and changing schools: case studies in policy sociology","author":"BOWE R.","year":"1992"},{"key":"ref9","series-title":"Escola e exclus\u00e3o social","author":"CAN\u00c1RIO Rui","year":"2001"},{"key":"ref10","series-title":"Inova\u00e7\u00e3o pedag\u00f3gica e forma\u00e7\u00e3o de professores","author":"CORREIA Jos\u00e9 Alberto","year":"1989"},{"key":"ref11","series-title":"Forma\u00e7\u00e3o e situa\u00e7\u00f5es de trabalho","volume-title":"Forma\u00e7\u00e3o e trabalho: contributos para uma transforma\u00e7\u00e3o dos modos de os pensar na sua articula\u00e7\u00e3o","author":"CORREIA Jos\u00e9 Alberto","year":"1997"},{"key":"ref12","series-title":"Solid\u00f5es e solidariedades nos quotidianos dos professores","author":"CORREIA Jos\u00e9 Alberto","year":"2001"},{"key":"ref13","series-title":"Ser professor: Um of\u00edcio em vias de extin\u00e7\u00e3o? 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