FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 218
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FUNDAMENTO TEÓRICO DEL PROGRAMA LIDERAZGO PARA UNA EDUCACIÓN INTEGRAL / SEGUNDA PARTE
schooling. Or, when they are addressed, they are addressed as a lateral, voluntary activity, 8that does not count for the grade9. And, to put it plainly, in
educational systems culturally hostage to the norms and the reproduction
of the formal curriculum, what does not count for a grade does not exist.
We do not have general measurements of the integration of social and
civic dimensions or competences and skills in formal schooling. However, knowing the reality in Portugal and speaking with teachers and school
leaders from all over Europe5, it is fair to say that these areas are still, in
the best scenarios, on the margins of the classrooms.
The mainstream approach to education, aimed at cognitive development, leaves at the margins of the system the 8whole9 that is each student as a person. This person, who, for analytical and educational planning purposes, we have to break down into different dimensions. There
are various proposals for conceptual frameworks for the analysis of the
whole person. In the project 8Changing Educational Systems through
a WCD Leadership Programme96 we draw on a concept in which six dimensions overlap: (i) a bodily dimension of the person, the centre of an
integral ecology, (ii) a cognitive dimension, (iii) an affective-emotional
dimension, (iv) an aesthetic-artistic dimension, (v) a social and civic dimension and (vi) an ethical-moral and spiritual dimension (EFSE, 2019).
So let`s look at these dimensions one at a time. The cognitive dimension (ii) has been the essential core of the school9s work. This is clear from
an analysis of the formal curricula —organised into disciplinary weekly
times - and the usual methods of pupil assessment— tests, quizzes, examinations but always written response instruments to written questions.
The corporal (i) and social and civic (v) dimensions are onding some space
in the educational system, in formal subjects, but, as discussed above,
with much less importance attributed and perceived by the generality
of the members of the educational community. Take the case of subjects
such as physical education or citizenship education (in its various formulations over the decades); being part of the formal curriculum, they are
not subject to external assessment of students in various countries which,
in school context, is signiocant of the importance assigned to them. In
the case of physical education, its relative importance is evident when the
grade is not relevant for access to higher education. Finally, on the scale of
importance attributed by educational communities, the aesthetic-artistic
dimension (iv) is translated, in the formal curriculum, into subjects such
5. These conversations occur by occasion of meetings and projects developed with ECNAIS – European
Council of National Associations of Independent Schools, EFEE- European Federation of Education
Employers and in meetings of the working Group Schools of the European Commission.
6. Research project developed by EFSE and CEPCEP and supported by Porticus. More information at
https://www.wcdleadership.com/
