Jornal do AERSI
Agrupamento de Escolas Rainha Santa Isabel

The Finnish School System -The Portuguese Paradox
Por Ana Galvão (Professora), em 2019/10/282054 leram | 0 comentários | 40 gostam
Training - "Structured Educational Visit to Schools / Institutes & Training Seminars in Finland" (6/10 - 12/10). Was this training relevant in personal and professional terms? Will it have an impact on pedagogical practices?
One of the key points of training in Finland is the dissemination of the experience: “Disseminare” means etymologically spreading seeds, which a priori seriously hinders the work, given the ambition of the assumption. What was the most impactful on this training in Finland? Nothing and everything. In other words, and focusing only on the educational system, it is evident what is taken for granted - the educational system is the structuring basis of society and it is efficient. As referred by one of the principals in the introductory speech, all political forces, from the most conservative to the most progressive political sectors, have a consensual idea - the educational system must be public, equal for all and free. The school lessons last 45m and the classes end at 1 p.m.. Children are encouraged from an early age to be autonomous (a 6-year-old can go to school on her/his own, with parental permission). Classes tend to be more practical (project-based learning).Teachers are an extremely valued class, there are no inspectors since the 1970s and no rankings. Competitiveness is not stimulated, students are educated to serve society in the best possible terms. Therefore, the conception of assessment is different, intended to boost learning and not rankings. Grades are not displayed, the results are emailed to parents. There are scheduled teacher/parents meetings at specific times. Compulsory education is up to 16 year olds (its extension is currently being discussed) and there is a compulsory (the only one) examination at the end of upper secondary education. Schools have curricular autonomy, although there is a core national curriculum. Of course there is homework (based on the child's ability), concern with inclusion, there are teachers who work with students with special educational needs. Another interesting but not unique aspect of this country is the design of the physical space - schools are large buildings with no railings or walls around them.
Are there any similarities with the national education system? Possibly ... but it is more what separates us than what brings us closer. It does not appear that there is a mazy and redundant paperwork, or decree-laws, one after another, with new directives, some of them mere substitutes, under the cover of new paradigms, a phenomenon of epigone very common among us, like an endemic outbreak. Curriculum areas that are introduced and vanish suddenly, whose only trace is the ecological footprint. We are the European country where classes end later (which doesn't express better learning results). This may have to do with a weather condition - it is the country with the most daylight hours. Doesn't this natural light phenomenon help making diaphanous other realities? Meanwhile, the figures of insulted and assaulted teachers increase ...

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