<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-1372</journal-id>
<journal-title><![CDATA[Da Investigação às Práticas]]></journal-title>
<abbrev-journal-title><![CDATA[Invest. Práticas]]></abbrev-journal-title>
<issn>2182-1372</issn>
<publisher>
<publisher-name><![CDATA[Instituto Politécnico de Lisboa - Escola Superior de Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-13722025000100205</article-id>
<article-id pub-id-type="doi">10.25757/invep.v15i1.425</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A flexibilidade e a autonomia nos planos de estudo dos cursos de Licenciatura em Educação Básica]]></article-title>
<article-title xml:lang="en"><![CDATA[The flexibility and autonomy in the study plans of Bachelor's Degree programs in Basic Education]]></article-title>
<article-title xml:lang="es"><![CDATA[La flexibilidad y la autonomía en los planes de estudio de los programas de Grado en Educación Básica]]></article-title>
<article-title xml:lang="fr"><![CDATA[La flexibilité et l'autonomie dans les plans d'études des programmes de Licence en Éducation de Base]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Valente]]></surname>
<given-names><![CDATA[Bianor]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Feio]]></surname>
<given-names><![CDATA[Mariana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leite]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Politécnico de Lisboa Escola Superior de Educação de Lisboa CI&amp;DEI]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Agrupamento de Escolas Passos Manuel  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af3">
<institution><![CDATA[,Instituto Politécnico de Lisboa Escola Superior de Educação de Lisboa Centro Interdisciplinar de Estudos Educacionais (CIED)]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2025</year>
</pub-date>
<volume>15</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-13722025000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-13722025000100205&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-13722025000100205&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A flexibilidade curricular e a autonomia dos estudantes do ensino superior são princípios fundamentais para a qualidade neste nível de ensino e para a formação de futuros professores. Este estudo investigou a flexibilidade curricular e a autonomia nos planos de estudo de 25 Licenciaturas em Educação Básica (LEB) em Portugal. A análise documental comparativa examinou a natureza e a duração das unidades curriculares (UC), bem como a distribuição da carga de trabalho entre horas de contacto e de trabalho autónomo. Os resultados mostraram que, embora todas as LEB incluam UC eletivas, ou seja, que podem ser escolhidas pelos estudantes, estas representam menos de 5% do total de créditos na maioria das instituições, limitando as escolhas dos estudantes. A carga de trabalho total nas licenciaturas varia entre 4500 e 5040 horas, com diferenças significativas na proporção de horas de contacto e trabalho autónomo entre as instituições e as componentes de formação. A inclusão de UC anuais e a elevada carga de contacto foram identificadas como barreiras à mobilidade e à autonomia dos estudantes, diminuindo as oportunidades de escolha por parte dos estudantes. Conclui-se que a flexibilidade curricular e a promoção da autonomia são pouco exploradas, destacando-se a necessidade de ajustes para alinhar os planos de estudo às boas práticas centradas nos estudantes, tal como preconizado no Processo de Bolonha.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Curricular flexibility and student autonomy in higher education are fundamental principles for ensuring quality at this level of education and for the training of future teachers. This study investigated curricular flexibility and autonomy in the study plans of 25 Bachelor's degrees in Basic Education (BE) in Portugal. The comparative document analysis examined the nature and duration of the curricular units (CU) as well as the distribution of the workload between contact hours and autonomous work. The results showed that, although all BE programs include elective CU, which can be chosen by students, these account for less than 5% of the total credits in most institutions, thereby limiting student choice. The total workload in the degrees ranges from 4500 to 5040 hours, with significant differences in the proportion of contact hours and autonomous work between institutions and training components. The inclusion of year-long CU and the high number of contact hours were identified as barriers to student mobility and autonomy, reducing students' opportunities for choice. It is concluded that curricular flexibility and the promotion of autonomy are underexplored, highlighting the need for adjustments to align study plans with student-centered best practices, as advocated by the Bologna Process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La flexibilidad curricular y la autonomía de los estudiantes en la educación superior son principios fundamentales para garantizar la calidad en este nivel educativo y para la formación de futuros profesores. Este estudio investigó la flexibilidad curricular y la autonomía en los planes de estudio de 25 grados en Educación Básica en Portugal. El análisis documental comparativo examinó la naturaleza y la duración de las asignaturas, así como la distribución de la carga de trabajo entre horas de contacto y trabajo autónomo. Los resultados mostraron que, aunque todos los grados en Educación Básica incluyen asignaturas optativas, que pueden ser elegidas por los estudiantes, estas representan menos del 5% del total de créditos en la mayoría de las instituciones, limitando así las opciones de los estudiantes. La carga total de trabajo en los grados varía entre 4500 y 5040 horas, con diferencias significativas en la proporción de horas de contacto y trabajo autónomo entre instituciones y componentes de formación. La inclusión de asignaturas anuales y la elevada carga de contacto se identificaron como barreras para la movilidad y la autonomía de los estudiantes, reduciendo las oportunidades de elección. Se concluye que la flexibilidad curricular y la promoción de la autonomía están poco exploradas, destacándose la necesidad de ajustes para alinear los planes de estudio con las buenas prácticas centradas en los estudiantes, tal como se propone en el Proceso de Bolonia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé La flexibilité curriculaire et l&#8217;autonomie des étudiants dans l&#8217;enseignement supérieur sont des principes fondamentaux pour garantir la qualité à ce niveau d&#8217;éducation et pour la formation des futurs enseignants. Cette étude a examiné la flexibilité curriculaire et l&#8217;autonomie dans les plans d&#8217;études de 25 Licences en Éducation de Base (LEB) au Portugal. L&#8217;analyse documentaire comparative a porté sur la nature et la durée des unités curriculaires (UC), ainsi que sur la répartition de la charge de travail entre les heures de contact et le travail autonome. Les résultats ont montré que, bien que toutes les LEB incluent des UC optionnelles, qui peuvent être choisies par les étudiants, celles-ci représentent moins de 5 % du total des crédits dans la majorité des institutions, limitant ainsi les choix des étudiants. La charge de travail totale dans les licences varie entre 4500 et 5040 heures, avec des différences significatives dans la proportion d&#8217;heures de contact et de travail autonome entre les institutions et les composantes de formation. L&#8217;inclusion d&#8217;UC annuelles et la forte charge d&#8217;heures de contact ont été identifiées comme des obstacles à la mobilité et à l&#8217;autonomie des étudiants, réduisant leurs opportunités de choix. Il est conclu que la flexibilité curriculaire et la promotion de l&#8217;autonomie sont peu exploitées, soulignant la nécessité d&#8217;ajustements pour aligner les plans d&#8217;études sur les bonnes pratiques centrées sur les étudiants, comme préconisé par le Processus de Bologne.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Licenciatura em Educação Básica]]></kwd>
<kwd lng="pt"><![CDATA[Formação inicial de Professores]]></kwd>
<kwd lng="pt"><![CDATA[Flexibilidade Curricular]]></kwd>
<kwd lng="pt"><![CDATA[Autonomia]]></kwd>
<kwd lng="en"><![CDATA[Degree in Basic Education]]></kwd>
<kwd lng="en"><![CDATA[Initial teacher training]]></kwd>
<kwd lng="en"><![CDATA[Curricular Flexibility]]></kwd>
<kwd lng="en"><![CDATA[Autonomy]]></kwd>
<kwd lng="es"><![CDATA[Grado en Educación Básica]]></kwd>
<kwd lng="es"><![CDATA[Formación inicial de Profesores]]></kwd>
<kwd lng="es"><![CDATA[Flexibilidad Curricular]]></kwd>
<kwd lng="es"><![CDATA[Autonomía]]></kwd>
<kwd lng="fr"><![CDATA[Licence en Éducation de Base]]></kwd>
<kwd lng="fr"><![CDATA[Formation initiale des Enseignants]]></kwd>
<kwd lng="fr"><![CDATA[Flexibilité Curriculaire]]></kwd>
<kwd lng="fr"><![CDATA[Autonomie]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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