(In)coherencies and (Dis)articulations in the Essential Learnings of the Different Disciplinary Areas of the 1st Cycle of Basic Education

Abstract

The main objective of this work is to map the curriculum of the different subject areas of the 1st cycle of Basic Education, seeking to analyze the structure, (in) coherencies and (dis)articulations of Essential Learning (EL). To this end, it conducted a comparative analysis of ELs in the 1st cycle of Basic Education. The results show that, despite a harmonization of the documents, in terms of structure and design, there are relevant differences in terms of the organization and extension of the ELs, in terms of the logic underlying the elaboration of the teacher's strategic teaching actions, as well as the articulation between essential learning, teaching actions and descriptors of the student's profile. The differences identified may explain the weaknesses reported by teachers in decision-making and curriculum management processes and seem to reflect the lack of common understandings between the different teams of EL authors.