Phenomenon-Based Learning and 21st-Century Skills in Finnish Education: Evidence-Based Innovation in an International Perspective

Veronika Bačová

doi:10.23925/1809-3876.2026v24e71827

Autores

Veronika Bačová University of Liberec - Czech Republic's https://orcid.org/0000-0002-0272-1640

DOI:

https://doi.org/10.23925/1809-3876.2026v24e71827

Palavras-chave:

aprendizagem baseada em fenômenos, inovação curricular, educação finlandesa, competências do século XXI, política educacional

Resumo

Este artigo analisa o Currículo Nacional Base da Finlândia de 2014, implementado em 2016, que introduziu a aprendizagem baseada em fenômenos e as competências do século XXI na educação básica. Sob a perspectiva da política baseada em evidências, a reforma destaca a colaboração entre educadores, pesquisadores e formuladores de políticas. A aprendizagem baseada em fenômenos, como projetos interdisciplinares fundamentados em questões do mundo real, promove o pensamento crítico e a motivação dos alunos. O artigo detalha como competências do século XXI, como alfabetização digital e trabalho em equipe, são integradas em várias disciplinas e examina os desafios na avaliação. Também explora o papel em evolução do professor como designer instrucional. Apesar das suas fortalezas, a reforma enfrenta desafios como desigualdades de financiamento e esgotamento dos professores.

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Biografia do Autor

Veronika Bačová, University of Liberec - Czech Republic's

Doctor of Education. Department of Primary and Pre-Primary Education, Technical University of Liberec.

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