Abstract:

Curriculum Articulation (CA) is undoubtedly a fundamental practice in the teaching-learning process. On the one hand, the construction of effective and solid knowledge implies holistic approaches at the level of disciplinary contents; on the other hand, it also implies a transversal intervention regarding the skills and abilities to be developed by students. Therefore, we advocate for a dynamic curricular conception in an integrative perspective, allowing the promotion of significant learning.

Based on these assumptions, this text is the result of an experience conducted with 3rd year Basic Education students in a Polytechnic Institute in the North of Portugal, in the 2019/2020 and 2020/2021 academic years. In this period, the CA was carried out in two Curricular Units: one in the field of Didactics, Didactics of Portuguese, and the other under internship conditions - Initiation to Professional Practice 3. By analyzing the study cycle, it is clear that there are contact points in terms of skills and content in this training process, which explains this experience. Furthermore, the interconnection of knowledge, which will influence the students’ pedagogical practices in the future by providing them experiences, is also considered to be fundamental. In methodological terms, this is an exploratory study, since it is a first experience in this Curricular Unit, involving both students and teachers.

The results allow one to conclude that CA is seen in a very positive way by students, and it undeniably is an experience to be repeated by teachers. In fact, students highlight the possibility of carrying out tasks, evaluative and reflective moments mutual to both Curricular Units, which allow them to articulate learning. In this sense, they consider the mobilization of knowledge, capacities, and skills relevant to both areas of further importance. They also highlight the use of certain resources which, built within the scope of one Curricular Unit, are (re)adapted in the light of the other, therefore enabling constant processes of reorganization of high significance for future education professionals.

In the same way, they point out the development of significant learning which contribute to the construction of knowledge they consider to be fundamental. Furthermore, they consider this articulation to be necessary, as it allows them to experience model situations which can be mobilized for their future practice. The teachers point out the collaborative work involved as a strong point, namely in the planning of lessons and in the structuring of resources, highlighting the possibility of (re)building knowledge together.

Keywords:

Curricular articulation, Initial teacher education, Collaborative teaching practice, Students and teachers' perceptions.