The Portuguese Programme within the Professional Courses at secondary school level resulted from the curriculum reform of 2004 and promoted a series of initiatives that had a wide reach within the nature of education, opting for a cognitive/constructive/humanistic methodology and for cognitive and metacognitive strategies of teaching.This study aims to clarify whether the teachers put into practice the idealized methodologies and strategies from the programme’s outline. We used quantitive and qualitative methods and we drew up a posterior correlation, increasing and completing the information and supplying additional information. Despite the proposal of the consigned methodology in the programme’s outline and the specific strategies to develop skills, teachers use, preferentially, the transmissive methodology, characterized as presentative practice of the named contents, maintaining their teaching practices “teaching all as if they were one” and believing that the students are not capable of carrying out complex tasks, which may lead to impeding the development of their own autonomy.
Campos, M.J., Sola Martínez, T., & Aznar Díaz, I. (2014). Estudo das metodologias e estratégias do Programa de Português dos Cursos Profissionais de nível secundário: o caso do concelho de Almada. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 12(2),
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