In an interview with the Lusa agency, Nuno Crato considered that the use of some of the work models that marked the 3rd school term may have “good results”, stressing, however, that this should happen under a logic of interaction with the classroom .
“It is good that this interaction is very well structured”, he defended, referring to the need to define the same objectives for both regimes and that these goals are clear.
In the last three months, education was forced to move away from the physical space of schools and started to be done at a distance, mainly through digital media, after the Government suspended all classroom activities on 16 March , due to the covid-19 pandemic.
For the former Minister of Education (2011-2015), who currently leads the Teresa and Alexandre Soares dos Santos - Education Initiative project, this period made it clear that face-to-face teaching “is undoubtedly the best way to function”.
“In addition to the dynamics of face-to-face work and the relationship established between teacher and students, elements that he considers essential in good teaching”, Nuno Crato believes that the prevalence of this model is an opinion shared by all and that the general feeling, throughout 3rd period, was the period of nostalgia in relation to the school physical space. ”
“We miss classrooms, where we can be talking directly with students, where we can see why students are concerned, if they are following things, where we can maintain a dialogue, where we can keep up with difficulties . We miss that, ”he said.
Nuno Crato did not risk making predictions about how the next school year will take place, but said he believes that if in September the epidemiological situation in the country does not allow teaching to return to normal, students will be better prepared to work with digital tools.
"I think this is something that generations can easily acquire, and it has been demonstrated during this period that we all can quickly master the instruments that are necessary for this," he said.
Digital literacy is, moreover, a competence that the former minister considered important to value, but underlined that the learning of these contents must be done during the teaching, without prejudice to knowledge.
And it is from knowledge that a good curriculum is built, one of the principles that defines what the former minister said is good teaching.
The good curriculum, he added, must be accompanied by clear and structured objectives. "After that, it takes interaction and, finally, it is necessary to ask and evaluate", he stresses.
The evaluation was one of the themes that most marked the 3rd term since, on the side of external evaluation, the Ministry of Education decided to suspend all final exams and national exams of basic education and that the decisions on internal evaluation were passed to schools.
Nuno Crato refrained from commenting on the decisions of both the tutelage and the teachers who chose not to evaluate the subjects taught in a distance learning regime, admitting that the context is complex, although underlining that evaluating is essential.
“Now we are in a very special moment, but what is important is to realize this: There is a special moment, ok, let's go back to normal. And normality must include what good teaching includes ”, he said, referring to the students' evaluation.
While he was at the head of the Ministry of Education, Nuno Crato was responsible for introducing the 4th year exams in 2013, meanwhile extinguished by the current minister, Tiago Brandão Rodrigues, in 2015.
Now, the former minister continues to defend evaluation in general, which he believes is essential for teachers to monitor students' progress and for students themselves to understand what subjects need improvement, but also external evaluation, in particular, which he said introduces greater equity in the system.
“The person checking himself or herself is an incentive to improve and I think that the evaluation should be seen in that sense. I think that the evaluation is an incentive for all of us to improve ”, he stressed, refusing that the current context serves as a pretext to rethink and devalue this element.
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In an interview with the Lusa agency, Nuno Crato considered that the use of some of the work models that marked the 3rd school term may have “good results”, stressing, however, that this should happen under a logic of interaction with the classroom .
“It is good that this interaction is very well structured”, he defended, referring to the need to define the same objectives for both regimes and that these goals are clear.
In the last three months, education was forced to move away from the physical space of schools and started to be done at a distance, mainly through digital media, after the Government suspended all classroom activities on 16 March , due to the covid-19 pandemic.
For the former Minister of Education (2011-2015), who currently leads the Teresa and Alexandre Soares dos Santos - Education Initiative project, this period made it clear that face-to-face teaching “is undoubtedly the best way to function”.
“In addition to the dynamics of face-to-face work and the relationship established between teacher and students, elements that he considers essential in good teaching”, Nuno Crato believes that the prevalence of this model is an opinion shared by all and that the general feeling, throughout 3rd period, was the period of nostalgia in relation to the school physical space. ”
“We miss classrooms, where we can be talking directly with students, where we can see why students are concerned, if they are following things, where we can maintain a dialogue, where we can keep up with difficulties . We miss that, ”he said.
Nuno Crato did not risk making predictions about how the next school year will take place, but said he believes that if in September the epidemiological situation in the country does not allow teaching to return to normal, students will be better prepared to work with digital tools.
"I think this is something that generations can easily acquire, and it has been demonstrated during this period that we all can quickly master the instruments that are necessary for this," he said.
Digital literacy is, moreover, a competence that the former minister considered important to value, but underlined that the learning of these contents must be done during the teaching, without prejudice to knowledge.
And it is from knowledge that a good curriculum is built, one of the principles that defines what the former minister said is good teaching.
The good curriculum, he added, must be accompanied by clear and structured objectives. "After that, it takes interaction and, finally, it is necessary to ask and evaluate", he stresses.
The evaluation was one of the themes that most marked the 3rd term since, on the side of external evaluation, the Ministry of Education decided to suspend all final exams and national exams of basic education and that the decisions on internal evaluation were passed to schools.
Nuno Crato refrained from commenting on the decisions of both the tutelage and the teachers who chose not to evaluate the subjects taught in a distance learning regime, admitting that the context is complex, although underlining that evaluating is essential.
“Now we are in a very special moment, but what is important is to realize this: There is a special moment, ok, let's go back to normal. And normality must include what good teaching includes ”, he said, referring to the students' evaluation.
While he was at the head of the Ministry of Education, Nuno Crato was responsible for introducing the 4th year exams in 2013, meanwhile extinguished by the current minister, Tiago Brandão Rodrigues, in 2015.
Now, the former minister continues to defend evaluation in general, which he believes is essential for teachers to monitor students' progress and for students themselves to understand what subjects need improvement, but also external evaluation, in particular, which he said introduces greater equity in the system.
“The person checking himself or herself is an incentive to improve and I think that the evaluation should be seen in that sense. I think that the evaluation is an incentive for all of us to improve ”, he stressed, refusing that the current context serves as a pretext to rethink and devalue this element.