Abstract:

At the present time, it is evident the diversity of students who attend the classes of our schools; Diversity in knowledge, in the field of language, in the styles and rhythms of learning, in the competences and interests. This leads to the need for an innovative teaching practice that respects these differences and gives everyone the right to educational success.

According to this diversity that characterizes the current school context, a fundamental question emerges: what is and what should be the role of the teacher?

This study aimed to inquire the conceptions and practices of Portuguese teachers of the 1st and 2nd Cycle of Basic Education on pedagogical differentiation.

In accordance with the aim of the study, it was used a methodology of a quantitative nature, with a questionnaire survey as the data collection technique. The data analysis was processed with the Statistical Package for Social Sciences v23 software.

In summary, the analysis and discussion of the results allow us to conclude that, although the majority of respondents refer to implement pedagogical differentiation devices and to plan considering the diversity of students (as advocated in the literature), the practices indicated by the teachers as being developed in the classroom suggest that only a small percentage of these teachers do it.

Keywords:

Pedagogical differentiation, Conceptions of teachers, Teaching practices, Educational success.