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Folque, M. A., & Siraj-Blatchford, I. (2011). Fostering communities of learning in two Portuguese pre-school classrooms applying the Movimento da Escola Moderna (MEM) pedagogy. International Journal of Early Childhood, 43(3), 227-244.

Folque, M. A., Bettencourt, M., & Ricardo, M. (2015). A prática educativa na creche e o modelo pedagógico do MEM. Escola moderna, 3(6), 13-34.

Niza, S. (1987). O movimento da escola moderna. Cadernos de Educação e de Infância, (1).

Rebelo, S. C. A. (2019). Participação pela" voz das crianças": multiplicidade de atividades em simultâneo de forma autónoma (Doctoral dissertation, Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa).

Unicef. (1989). Convention on the Rights of the Child.

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My journey in this internship narrated from a personal point of view.
In this Journal are written my opinions, comments, new ideas, observations and a description of the "life of the class" during my stay in the context.
In this text are presented also my conclusions about this internship and the most important moments or reflections that have highlighted this path.

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PERSONAL REFLECTIONS AND DESCRIPTION OF THE INTERNSHIP

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PERSONAL REFLECTIONS AND DESCRIPTION OF THE INTERNSHIP

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My journey in this internship narrated from a personal point of view.
In this Journal are written my opinions, comments, new ideas, observations and a description of the "life of the class" during my stay in the context.
In this text are presented also my conclusions about this internship and the most important moments or reflections that have highlighted this path.

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The Model of the Modern School Movement originated in Portugal in the early 1960s. Some teachers, inspired by Freinet’s pedagogy, began to develop, in private schools, an innovative pedagogical practice based on principles of equality, democracy and inclusion (Folque, 2015). Innovative, the model produced a break with traditional communicative pedagogy to promote another vision of the teaching-learning process and the craft of student and teacher.  The pedagogy that the MEM has been developing proposes a socio-centric model of education, accelerating the moral and social development of children and youth, through an exemplifying democratic action, in the course of formal education. "Values mutual and cooperative teaching as a strategy for learning and to strengthen the sense of cooperation in educational and social development" (Niza, 1987). The MEM pedagogical model understands democracy as a matrix of organization and human experiences committed to human and child rights. Therefore, the model is oriented according to three main purposes:
Initiation to democratic practices: the child has the right to participate, choose and share his or her views with the group;
Reinstitution of social values and meanings: the need for a permanent reflection to clarify social values and meanings;
Cooperative reconstruction of culture: it implies looking at learning as a socio-cultural and participatory process in which groups not only have access to the socio-cultural knowledge of society, but also rebuild it in a dialogic process of constructing meaning.
The model arises from the cooperative work developed by MEM teachers in Portugal over more than 30 years. This model starts from the interests and motivations of children for the organization and planning of spaces, times, resources and contents in a contractual and dialogic way (Rebelo, 2019).
Three fundamental conditions are also considered for a cooperative learning process, namely: 1) the formation of heterogeneous groups; 2) the existence of a climate in which free expression is privileged; 3) providing children with time to play, explore and discover.

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I did my internship in the classroom of Marta, an expert teacher with several years of experience. Marta is helped by an "Auxiliaria", Anna, and several trainees that take turns during the school year. In this group there are 25 children, 4 boys and 21 girls. The age range is between 4 and 6 years old. There are not children with disabilities or a background of immigration, but one student has a personal educator in some moments of the week, for some problematics linked to his behavior.

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The school Piloto Diese offers services from the nursery school (from 10 months on) to the Primary school, so it is a school that accompanies kids from the early infancy to the last years of primary school.

There is at the moment one group in the Nursery ( Berçário) , and the school says about this years that: “We arrived at the nursery with only a few months, but the desire to explore and look at the world around us is already inscribed in us. The desire to face smiles, to cuddle in the lap, to listen to the other, to learn to be with those who welcome us with open arms, is already great! It is in this lap that, guaranteed safety and dry some tears, we are able to make the first conquests, overcome obstacles and, above all, create happy relationships. We have the right to participate, to communicate to others our news - even if the essential vehicle is not always oral language - and to take a leading role in the learning process.”

After the nursery there are the groups of kids between 2 and 3 years old, that is called “Creche”, at the moment there are 3 groups in the Creche age. The school says about this years that: “The Creche is the place where the learning that we all hear about at the beginning of the child’s life is developed. In the nursery the child takes the first steps, walks in imbalance, holds to the nearest object, recovers the path. In the nursery the first words are said, the first alone food is eaten, the first conscious contact with routine is made, the first relations between peers are created, the first conflicts arise, the first wants are heard. In daycare we see great leaps in the development of the child. “

After this starts the kindergarden, from 3 years old until 6, and at the moment In the school there are 3 groups of children in it. “In kindergarten rooms the day begins around a table, where conversations take place, ideas and opinions are shared, as well as the day that has just begun is being prepared. After this moment, which is called the "morning meeting", an entire day takes place based on the opportunity for each child to participate actively and in society in an environment of discovery of the world in constant sharing and growth.”

The last institutional education present in this school is the primary school, that are defined by the school in this terms: “In our school there are three 1st to 4th year classes that work in cooperation. In this way, cooperative learning allows students to become aware of their common destiny: the success of one is the success of all. The groups have a Weekly Agenda that guides the whole work. This agenda includes several moments of collective and individual work that are detailed below.”

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The school is located in the area of the "Aereoporto", an area very busy and trafficked but with a big park near, that allows the kids and the inhabitants of this neighborhood to have a green space where to relax near them. This area seems populated by middle-class or high-class people, based on the houses in this street that are very well kept, some of them also luxurious, and from the fact that there are a lot of bilingual and private schools in this same street and locations of some prestigious industries an indicator of the renowed name of the street.

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THE EDUCATIONAL PHILOSOPHY OF THE SCHOOL

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THE EDUCATIONAL PHILOSOPHY OF THE SCHOOL

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Our institution's educational project has as its motto "Rights that give us a voice!", as we recognize the importance of the child, not only as an educational agent with the right to be heard and to actively participate in the learning process in which they are involved. , as well as rights that must be respected and defended.

From birth, the child has a natural curiosity that develops, at the same time that he understands and gives meaning to his surroundings, in a context of social interaction and a process of cultural humanization. Recognizing the child as a competent being, with their skills and knowledge, is to value them as a protagonist, as the main promoter of their development.

The child's right to participate in the construction of their development and learning and their valorization as a competent being, with their own abilities, knowledge and skills, also results from the recognition given to them by the 1989 Convention on the Rights of the Child. In this document they are recognized, among others, the right to be consulted and heard, to have access to information, to freedom of expression, of opinion and to make decisions for their benefit.

With a view to ensuring the effective involvement of the child in the educational process itself, we seek to give greater importance to dialogue in the construction of curricular learning and in the democratic socialization of children, promoting the possibility and the right of children and young people to have the opportunity to express their ideas and opinions and see their participation considered and guaranteed throughout the educational process.

We place our school motto in the sense of guaranteeing and valuing the voice of children and young people in the organization of the school institution and in its learning process.

We believe that by promoting a relational and reassuring environment, in which the child is valued, respected and listened to, we contribute to their well-being and self-esteem, thus fostering the construction of their identity. The awareness of oneself, as an active subject, who has an opinion and who is accepted by everyone in the acquisition of their own knowledge, passes through the participation and involvement that, by us, are guaranteed.

We assume ourselves as an institution that favors a space for the realization of children's rights. A space where they feel listened to, respected and where they can assert themselves as social actors, a space where they have adults who negotiate with them.

The education institution, more than ever, assumes a fundamental role in the development of a critical education that is based on active participation, discussion and dialogue, based on the principle learning democracy through the practice of participation, and that includes young children.

As an educational institution that privileges the active participation of children and the right to play, we believe that when they are free to participate and choose, it is through play that they explore the world around them. Therefore, as a school, we intend to guarantee the presupposition enshrined in the Convention on the Rights of the Child, in article 31, that playing is a right.

We assume, in our school, that playing is not limited to the playground, but playing as a learning and development strategy within the school time.

The active participation of children in society depends directly on how the community looks at their opinion, participation and voice. In particular, schools play a central role in the consideration they have in listening to the interests and opinions of children and young people.

Assuming that we grow and learn to think with each other, the school emerges as the privileged context for the construction of a reflexive identity through the use of voice, which allows us to interact, argue, negotiate and build ourselves as citizens.

The school has a duty to promote the learning of democratic citizenship and enhance the development of thinking, critical, confident and active children in today's world.

We believe that this look and this know-how is not restricted to the school space, on the contrary, it is built and added with families, services and partners outside doors, in a unified construction.

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About MEM

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O MEM propõe-se construir, através da ação dos professores que o integram, a formação democrática e o desenvolvimento sociomoral dos educandos com quem trabalham, assegurando a sua plena participação na gestão do currículo escolar.

Assim, os educandos responsabilizam-se por colaborarem com os professores no planeamento das atividades curriculares, por se interajudarem nas aprendizagens que decorrem de projetos de estudo, de investigação e de intervenção e por participarem na sua avaliação.

Esta avaliação assenta numa negociação cooperada dos juízos de apreciação e do controlo dos objetivos assumidos nos planos curriculares coletivos e nos planos individuais de trabalho e de outros mapas e listas de verificação do trabalho de aprendizagem, que servem para registo e monitoragem do que se contratualizou em Conselho de Cooperação Educativa.

É por esta vivência - pondo à prova os valores humanos que sustentam a justiça, a reciprocidade e a solidariedade - que a organização do trabalho e o exercício do poder partilhados virão a transformar os estudantes e os professores em cidadãos implicados numa organização em democracia direta.

Simultaneamente, esta experiência de socialização democrática dos estudantes constitui o sustentáculo do trabalho do currículo nas turmas, entendidas como comunidades de aprendizagem, num envolvimento cultural motivador.

Sintaxe do Modelo Pedagógico

O Modelo Pedagógico é desenvolvido através de módulos de atividades curriculares de Diferenciação Pedagógica.

( Assiste aos vídeos sobre cada um dos módulos da sintaxe do MEM, carregando em cada título.)

Trabalho cooperativo em projetos temáticos de estudo, de produção artística, de pesquisa científica ou de intervenção social, para desenvolvimento das aprendizagens curriculares, acompanhado rotativamente pelo professor.
[Ler mais...]

Trabalho, em coletivo, onde com a colaboração ativa dos professores e comparticipada por todos se constroem e se reconstroem conceitos e saberes ou se procede à revisão ou reescrita de textos que sirvam as diversas áreas do currículo.
[Ler mais...]

Reuniões de Conselho para planeamento, avaliação, análise de ocorrências significativas, reflexão ética para clarificação e construção de regras de vida para desenvolvimento sociomoral (instrumentos de planeamento/avaliação e Diário de Turma)
[Ler mais...]

Comunicação e difusão do trabalho em projetos, apresentação de produções, divulgação de publicações, exposição de trabalhos, troca de correspondência e interação virtual. Estas ações são submetidas à reflexão sobre os efeitos da sua apropriação ou utilização social.
[Ler mais...]

Estudo e aprofundamento dos conteúdos disciplinares, treino e produção inteletual dos alunos guiados por um plano individual de trabalho periódico. Trabalho rotativo dos professores para ensino interativo dos alunos que precisam de acompanhamento individualizado.
[Ler mais...]

Acede aos vídeos sobre cada um dos módulos do Modelo Pedagógico do MEM,
através de um documento pdf.

Download da intaxe do Modelo Pedagógico do MEM (nomenclatura atualizada e vídeos)

Download da sintaxe do Modelo Pedagógico do MEM (anterior a 2021)

Para saber mais, consulte o DT 1.2 Modelo Pedagógico do MEM

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A prática do Modelo Pedagógico

na Educação Pré-escolar

O Modelo Pedagógico do MEM
Pré-Escolar [apresentação]

1 - Organização e gestão cooperada em conselho de cooperação educativa

2 - Trabalho de aprendizagem curricular por projetos cooperativos de produção, de pesquisa e de intervenção

3 - Modalidades e desenvolvimento do trabalho por projetos

4 - Circuitos de Comunicação: formas de difusão e partilha dos produtos culturais do trabalho

5 - Trabalho curricular comparticipado pelo grupo e sessões de animação cultural
Algumas leituras
no 1.º Ciclo do Ensino Básico

O Modelo Pedagógico do MEM
1.º Ceb [apresentação]

1 - Organização e gestão cooperada em conselho de cooperação educativa

2 - Trabalho de aprendizagem curricular por projetos cooperativos de produção, de pesquisa e de intervenção

3 - Circuitos de Comunicação: formas de difusão e partilha dos produtos culturais do trabalho

4 - Trabalho de Estudo autónomo e acompanhamento individual (ensino interativo)

5 - Trabalho curricular em interlocução coletiva
Algumas leituras
no Ensino por Disciplinas no 2.º e 3.º Ciclos do Ensino Básico e Ensino Secundário

O Modelo Pedagógico do MEM
Ensino por Disciplinas [apresentação]

1 - Organização e gestão cooperada em conselho de cooperação educativa

2 - Trabalho de aprendizagem curricular por projetos cooperativos

3 - Circuitos de Comunicação: formas de difusão e partilha dos produtos culturais do trabalho

4 - Trabalho de Estudo autónomo e acompanhamento individual (ensino interativo)

5 - Trabalho curricular em interlocução coletiva
Algumas leituras

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O MEM propõe-se construir, através da ação dos professores que o integram, a formação democrática e o desenvolvimento sociomoral dos educandos com quem trabalham, assegurando a sua plena participação na gestão do currículo escolar.

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The Blog of Piloto Diese

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Este ano, tão diferente de todos os outros, seja porque não tivemos a nossa habitual festa de Natal, seja pela ausência diária das famílias nos nossos corredores e recreio da escola, quisemos de alguma forma, tornarmo-nos mais perto.

Da distância fizemos proximidade, nas vulnerabilidades encontrámos forças e no meio do medo que, às vezes, nos assusta, trazemos a esperança.

Entre muitas gargalhadas, mimos e emoção, e ao som da nossa querida Margarida Barros, preparámos um vídeo para vos desejar um Feliz Natal.

Esperamos que gostem e que se divirtam tanto a ver, como nós a fazer:

Beijinhos de toda a equipa Diese.
And in the end We All Stand Together!

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Este ano, tão diferente de todos os outros, seja porque não tivemos a nossa habitual festa de Natal, seja pela ausência diária das famílias nos nossos corredores e recreio da escola, quisemos de alguma forma, tornarmo-nos mais perto. Da distância fizemos proximidade, nas vulnerabilidades encontrámos forças e no meio do medo que, às vezes, nos assusta, trazemos a esperança.

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A VIDEO CREATED BY THE SCHOOL TO PRESENT THEIR INSTITUTION 

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A VIDEO CREATED BY THE SCHOOL TO PRESENT THEIR INSTITUTION 

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A video posted on Youtube by the school Piloto Diese

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A video created by me to explain the context of the internship, the school, the classroom and the MEM methodology inside this context.

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The context: the school Piloto Diese and the Sala de Marta Reis

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The website of the school Piloto Diese.

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Colégio Piloto Diese - Sou criança, tenho direitos e voz!

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A campainha tocou e do outro lado algúem abre a porta. Segue-se um "Olá! Bom dia!", acompanhado por um abraço que leva a um beijo no rosto. Logo depois somos convidados a nos juntarmos aos restantes que, de olhos curiosos e sorriso nos lábios, aguardam ansiosos por um dia de amizades, carinhos, afetos e muitas coisas para aprender!

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My interview to the teacher Marta