Abstract:

Curricular Enrichment Activities (CEA) were implemented in Portugal starting in 2006, as part of an educational policy that aimed at Full-Time Schooling (FTS) in the 1st Cycle of Basic Education (CEB), seeking to extend the time and space for educational activities and complement the formal curriculum through diverse educational experiences. In this sense, as an educational measure aimed at articulating social and pedagogical dimensions, and despite its presence in everyday school life to this day, critical issues remain regarding pedagogical practice, the profile of CEA teachers, and the contribution of these activities to the overall development of students.

The main objective of this study was to understand the conceptions of AEC teachers and students about the professional profile of these teachers, as well as the potentialities and limitations of these activities. The following specific objectives were identified:
1) To characterize students' conceptions of teachers, the potentialities and limitations of Curricular Enrichment Activities;
2) To characterize teachers' conceptions of Curricular Enrichment Activities in terms of their profile and the potentialities and limitations of these activities.

The research followed a qualitative approach, implemented through a case study conducted in a public school offering primary education. Data collection was carried out through semi-structured interviews with five teachers responsible for extracurricular activities and the application of questionnaires with open-ended questions to sixty-two students in years 1 to 4 of primary education. The data were analyzed using content analysis techniques.

The results highlight the importance of relational dimensions in the profile of AEC teachers, with characteristics such as closeness, empathy, flexibility, and adjustment to children's needs standing out. Teachers and students also recognize AECs as more flexible learning spaces that promote motivation, well-being, and the development of personal, social, and creative skills. In terms of the limitations highlighted, the results point to poor coordination between AEC teachers and class teachers, as well as organizational constraints and a lack of institutional appreciation of these activities, which are poorly integrated into schools' Educational Projects.

Keywords:

Curricular Enrichment Activities, 1st Cycle of Basic Education, Teacher profile, Pedagogical practices, Curricular articulation.