A creative Project between teaching and learning – a relational environment of sense for interdisciplinary innovation, values the learning with meaning, capable of promoting the confidence building in what one learns. The globalization and interdisciplinary assume interactive dynamics within real time, when explored and conceptualized by the information systems. Assumed as integrated devices in what is organized (for example, connections between different knowledges disciplinary organized, among others) in what is used, they generate and transform thinking, ways of perceiving the environment and human activity (the experientially lived articulated with the socially shared).

The very substantive/significant reason or reasons behind the development of this paper relate to the construction/transformation of what we perceive as design and creativity, of what we search in a meaningful relational environment for interdisciplinary innovation, as this is our belief and because in the contemporary world, we know that those are knowledges constitutive of human activity to respond to the different challenges that the relation between learning and knowledge require.

. This paper is based on research aimed at investigating (from 2003 to 2010) the ways in which Portuguese teachers, are experiencing changes in the policy environment which have affected their professionalism.

As curricular decision makers, they use the Project to support the processes of teaching and learning within urban education, and how the Curricular Project influences the organizational and professional development of teachers.

Within an innovative context, where school is called upon to respond, based on Curriculum Projects, this study plays a role for the understanding and discussion of the changes of curriculum management practices in schools, and their impact to improve students’ learning.

Emergence of vectors that in an interdependent fashion intended to improve Basic Education:

That of School inclusion as a principle;

That of the Curriculum Reorganization of Basic Education as a process that involves:

The Teacher as a curricular decision maker, using the Project  to mediate the learning process

The Student as a project decision-maker improving their own learning.

Context of the Study

Introduction of new concepts such as competencies and curriculum projects, along with ‘new’ ways of operationalizing  the school curriculum;

Design and implementation of curriculum projects at school level based upon the National Curriculum and the needs and characteristics of each context;

Increased autonomy for schools and, consequently, new roles for teachers regarding not only management  responsibilities but also curriculum development and school-community dialogue; etc.

Today in the globalized world, for which we were forced to inhabit, some of us are not surprised with the disorder that it may pose, or even if it is a new or an old disorder, because we perceive it rich in creative and innovative ideas, while providing opportunity for collective emancipation/development and not as individual rise!

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