ContextualizationSince the mid-1970

Contextualization
Since the mid-1970s Portugal has received many citizens from African countries
in which Portuguese is the instruction language (PALOP). The presence of children,
teenagers and adults from the PALOP has shaped learning experiences in schools (César, 2009; César & Oliveira, 2005). Curricular and cultural differences
between the countries of origin and the hosting country create the need for cultural
mediation, adequate practices according to students’ characteristics, interests and
needs, and the use of inter-empowerment mechanisms (César, 2013a). Regulatory
dynamics, particularly between the school and students’ families, are also needed
(César, 2013b).
The 3rd cycle of basic recurrent education with credit units (7th–9th grades) was
targeted at adults and was part of the educational system (Ministério da Educação,
1991). The curriculum was organized by subject and divided into credit units. This
educational system was designated as SEUC. Students worked individually on each
credit unit and could request an evaluation whenever they wanted. However, this
system, sustained on emancipatory theories (Freire, 1921/1985), led to school underachievement
and dropouts. According to Pinto, Matos, and Rothes (1998), only
5% or fewer concluded the course within the expected time (three years). Thus, the
Ministry of Education authorized the creation of curricula conceived by teachers as
an alternative to SEUC (Secretaria de Estado da Educação e Inovação, 1996). Curricular
innovation happened when teachers committed to inclusion, and working
collaboratively, created the conditions for its fulfilment (César & Oliveira, 2005;
Courela, 2007; Sebarroja, 2001; Teles, 2011).

Hasil (Bahasa Indonesia) 2:

Kontekstualisasi
Sejak pertengahan 1970-an Portugal telah menerima banyak warga dari negara-negara Afrika
di mana Portugis adalah bahasa instruksi (Palop). Kehadiran anak-anak,
remaja dan orang dewasa dari Palop telah membentuk pengalaman belajar di sekolah (César, 2009; César & Oliveira, 2005). Kurikuler dan perbedaan budaya
antara negara asal dan negara tuan menciptakan kebutuhan budaya
mediasi, praktek yang memadai sesuai dengan siswa karakteristik, kepentingan dan
kebutuhan, dan penggunaan mekanisme antar pemberdayaan (César, 2013a). Peraturan
dinamika, terutama antara keluarga sekolah dan siswa, juga diperlukan
(César, 2013b).
The 3rd siklus pendidikan berulang dasar dengan unit kredit (nilai 7-9) itu
ditargetkan pada orang dewasa dan merupakan bagian dari sistem pendidikan (Ministerio da Educação,
1991). Kurikulum ini diselenggarakan oleh subjek dan dibagi menjadi unit kredit. Ini
sistem pendidikan ditunjuk sebagai SEUC. Siswa bekerja secara individual pada setiap
unit credit dan bisa meminta evaluasi setiap kali mereka ingin. Namun, ini
sistem, berkelanjutan pada teori emansipatoris (Freire, 1921/1985), menyebabkan prestasi sekolah
dan putus sekolah. Menurut Pinto, Matos, dan Rothes (1998), hanya
5% atau kurang menyimpulkan kursus dalam waktu yang diharapkan (tiga tahun). Dengan demikian,
Departemen Pendidikan resmi penciptaan kurikulum disusun oleh guru sebagai
alternatif untuk SEUC (Secretaria de Estado da Educação e Inovação, 1996). Kurikuler
inovasi terjadi ketika guru berkomitmen untuk inklusi, dan bekerja
secara kolaboratif, menciptakan kondisi untuk pemenuhannya (César & Oliveira, 2005;
Courela, 2007; Sebarroja, 2001; Teles, 2011).