Conclusions

Task 2

The process of literature review (Task 2) performed within the development of the Project “Putting knowledge in context towards the improvement of students’ achievement” enabled the establishment of some conclusions concerning the definition and interpretation of the concept of “Curricular contextualization”.

It was possible to understand that this concept is yet in development and is yet very vague in the discourses, presenting, nevertheless, characteristic features that the literature reveals. These features enable the identification of discursive and practical focuses concerning to “Curricular contextualization”, such as the ones presented below.

[ Dimensions table ]

These correspond to factors that, in the literature, are connected to the knowledge contextualization, given that they motivate the adoption of practices and strategies, by teachers, aiming the improvement of students’ learning and educational success. The presented dimensions are not sealed or totally independent from each other, being interconnected and constituting the focuses of the texts analyzed in Task 2. That is, the majority of the texts presented references and inferences to all listed dimensions, focusing in more detail certain aspects that together constitute the concept of Curricular contextualization, in its intentions, objectives and development.

The process of literature review enabled, also, the mapping of the discourses, in relation to the concept of “Curricular contextualization”.

[ Curricular contextualization map ]

Task 3

The process of educational and curricular policy analysis (Task 3) performed within the development of the Project “Putting knowledge in context towards the improvement of students’ achievement” enabled the establishment of some conclusions concerning the place of “Curricular contextualization” in political discourses, as well as national programmes and European recommendations and programmes.

It was possible to conclude that “Curricular contextualization” is present in educational and curricular guidelines, both national and international ones, in a general and implicit form. Nevertheless, some explicit references to characteristic features of “Curricular contextualization” were found in these documents.

This process resulted in the mapping of “Curricular contextualization” within political discourses, as presented below:

[ Task 3 map ]

[ Chronological timeline ]