Curricular Articulation in English Teaching Between the 1st And 2nd Basic Education Cycles: Perceptions of Teachers^*

Carla Dimitre Alves, Paula Cristina Neves
(Lusophone University of Porto, Portugal)

Abstract: The educational sequentiality and students’ success depend on the curricular articulation between cycles, as this reveals itself as relevant and facilitating in educational transitions. However, in practice, what the normative documents recommend are not applied. In this sense, the general objective of this study is to analyse the perceptions of English teachers in the 1st and 2nd Cycles of Basic Education (CEB) regarding the process of curricular articulation as a promoter of professional development in this case study, the qualitative methodology was chosen, employing structured interviews. The WebQDA software was used for data processing and for its descriptive and interpretative analysis. It was concluded that the English teachers of the 1st and 2nd CEB, despite admitting little knowledge of the legal normative documents, demonstrated to practice articulation, as far as the accomplishment of common activities is concerned and listed constraints. Interviewees recognized the advantages and the need for curricular articulation in the transition to promote students’ educational success.

Key words: articulation; curriculum; English; educational success; transition

JEL code: I2