Projecto Educativo Ing

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Educational Project

I. Concepts and fundaments

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II. The School and the environment

2.1. A School with History 32.2. The community 52.3. Organizational Structure 62.4. Human resources of the School 92.5. Result of learning 132.6. Activities and projects 142.7. Support services, school facilities and equipment 14

III. Educational proposal

3.1. Principles and values 163.2. Objectives and Aims 173.3. Attitudes and strategies to achieve these objectives: 19

IV Assessment

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Educational Project

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I. Concepts and fundaments

"The educational project is the document that establishes the educational orientation of the schoolwithin a horizon of three years and clarifies the principles, values, goals and strategies with whichthe school proposes to fulfil its educational function.(...)".The working up of the School Educational Project allows the interested and committed interventionof the educational community in general and of the organs of the School Administration andManagement, in particular.In response to recent legislation, it became clear the urge to reform the School Educational Projectin course. With the Educational Project we intend to lay the groundwork for an effective school,which means a "good school" or one that achieves its purposes.As J. SCHEERENS refers, the conditions that would enhance the effectiveness of the School are: astrategy aimed at results, closely linked to a high level of expectations; asserted leadership at theschool level; appropriate physical and material characteristics of the school; experience, consensusand cohesion within the staff; quality of the syllabuses; disciplined environment; friendliness;evaluative potential; parental involvement; frequent monitoring; time for effective learning.Responding to these challenges involves developing a school culture of responsibility, work,demand, strictness and discipline, contributing, in the words of M. S. Guerra, for the “improvementof society through the formation of critical, responsible and honourable citizens", which we seek toachieve.In short: more than a guiding document, the Educational Project of the School presupposes theexistence of an implicit pact between the actors in the teaching/learning process, namely: teachers,students and parents or carers. The first are required to fulfil their duty with competence,responsibility, justice and fairness; the students are required to understand that the school, though being a space of freedom, is also a place of demand, discipline, study and responsibility, wheretheir success or failure depend largely on themselves and their own understanding of what a schoolis; the parents or carers are required to take more part in school matters, to monitor the activities of

Educational Project

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their children outside it and to convey them the message that school is a place of enormousimportance for their full education and for their future.

II. The School and the environment

2.1. A School with History

On May 2nd, 1919, it is published in the “Diário do Governo”, the Decree No. 5490, from theMinistry of Commerce, General Directorate of the Industrial and Commercial Education, which,after justifying the need to spread the Technical Industrial and Commercial Education, creates inChaves an Industrial School and a Commercial Class. The decree is signed by the President of theRepublic, Canto e Castro, the President of the Ministry, Domingos Leite Pereira, and all theministers, which include: the Minister of Justice, Dr. António Granjo, the Minister of Instruction,Dr. Leonardo Coimbra, the Minister of the Colonies, Dr. João Lopes Soares and, of course, theMinister of Commerce, Dr. Júlio do Patrocínio Martins.The Industrial School and the Commercial Class started their activity in 1919-1920, in premiseslocated, respectively, near Senhor do Calvário and in Rua Direita, operating the Secretariat of theSchool in Liceu Nacional of Chaves. Right at the first meeting of the Board, on June 27, 1919, the proposal to give the school the name of Júlio Martins was unanimously approved.The initial courses were of Mechanic Locksmiths and Civil Carpentry. The Course of Women’sWork begins in 1922. The Commercial Course is integrated in 1924 and, consequently, the minuteof the School Council of October 17th, 1924, refers, for the first time, the Julio Martins Industrialand Commercial School.The 1948 major reform of Technical Education establishes, in the then called Chaves Industrial andCommercial School, the following courses: 1. - Preparatory Level; 2. - Complementary LearningCourses: Trade; 3. - Training Courses: Locksmith; Carpenter; Sewing and Embroidery. In 1957, it isadded the Complementary Learning Course of Electrician.

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