The collaborative work between teachers in their daily school routine Conditions for its existence and sustainability
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The article analyses repercussions resulting from curricular policies focused on collaborative work between teachers developed in Portugal over the 1990s and 2000. The data was collected by semi-structured interviews that allowed knowing the views of teachers and the head teacher of a primary and lower secondary school in Porto, Portugal, as well as two researchers in Education, who experienced this policy. The content analyses of these interviewees’ discourses revealed that curricular policies in Portugal, at the turn of the century, increased collaborative work between teachers and improved its sustainability, although the curricular policies in the 2010s have distanced themselves from collaborative work.
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