Um olhar sobre as mudanças curriculares e pedagógicas: a perspetiva dos líderes das escolas

Since 2017/2018, the Portuguese education system has undergone its third curricular reform. It is in this context that pedagogical leaders are invited to reflect, in the context of training, on the challenges to change and innovation. Based on the assumptions of learning and assessment theories, we develop the reflection on the need for pedagogical practices to be more consistent with social challenges. The research design is based on a qualitative approach, from the perspective of the interpretative phenomenological paradigm, using content analysis. As conclusions, we highlight that the challenges faced by schools are associated with motivation and the cooperative work, with directors referring to the importance of involving intermediate leaders in redefining the strategy and vision of the school. Thus, and despite the resistance that characterizes change processes, the advantages are clear if it is the construction of an inclusive and democratic school that we are talking about: more success and more inclusion.