Educational Policies and Curriculum

Code:

MEH014

Acronym:

PE_C

Keywords
Classification	Keyword
OFICIAL	General Education Training

Instance: 2023/2024 - 2S

Active?	Yes
Responsible unit:	Department of History, Political and International Studies
Course/CS Responsible:	Teaching History in the 3rd cycle of Basic Education and in Secondary Education

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEBI	5	MEBI - Study Plan	1	-	3	21,5	81
MEFILO	24	MEFILO - Study Plan	1	-	3	21,5	81
MEG	32	MEG - Study Plan	1	-	3	21,5	81
MEH	32	MEH - Study Plan	1	-	3	21,5	81
MEI	0	MEI - Study Plan	1	-	3	21,5	81
MEIEFA	25	MEIEFA - Study Plan	1	-	3	21,5	81
MEP	17	MEP - Study Plan	1	-	3	21,5	81
MEPIEFA	21	MEPIEFA - Study Plan	1	-	3	21,5	81
MEPLAT	0	MEPLAT - Study Plan	1	-	3	21,5	81

Teaching language

Portuguese

Objectives

The Education Policies and Curriculum course, by focusing on the themes of public policy, the architecture of the central administration and school organizations, the curriculum prescribed, theorized and real, the teaching professionalism, and the status of the student, among others, in the context of the Portuguese education system, aims to provide a space for critical reflection and scientific and technical-pedagogical systematization of the activity of future teachers.

The teaching profession needs a solid theoretical basis that allows it to investigate various aspects of the educational field, in which remain plural black boxes.

The course aims, from a socio-historical approach, to deepen the cognitive capacity that many of the contemporary educational problems require for their resolution and technical-professional, social, cultural, and political sustainability from the perspective of the teacher's activity.

The objectives of the subject are:

- Analyze the process of political construction of contemporary educational systems.

- To understand the diversity of models that influence the school administration and, in particular, in the organizational morphology of public schools in Portugal.

- Analyze the diversity of guidelines in the field of curriculum theory and development and its impact on teaching practice.

- Problematize the meaning of evaluation as an integrated and integrative feature in the curriculum development process.

- Identify the characteristics of teaching professionalism from its pedagogical, technical, ethical, school, and social implications.

- Debate the status of students in the framework of liquid modernity.

Learning outcomes and competences

See box of Objectives

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

Admission to an initial teacher training programme.

Program

1. The political construction of the contemporary school model: from the Nation-State to transnational regulation.


2. The Portuguese educational system from a legal, social, and organizational efficiency perspective.


3. School organizations: theory, models and their meaning in the era of rankings.


4. Curriculum: theories, types, development.


5. The role of evaluation in the framework of curriculum development.


6. Professional teaching from the perspective of the teacher in a preservice stage.


7. Student status and the meaning of teaching activities.

Mandatory literature

Anderson, Lorin W. et al; A taxonomy for learning, teaching and assessing, Longman, 2001. ISBN: 080131903-X
Au, Wayne; Teaching under the new Taylorism: high‐stakes testing and the standardization of the 21st century curriculum, Journal of Curriculum Studies, 43:1, 25-45,, 2011
Barroso, João (org.); A regulação das políticas públicas de educação., Educa, 2010. ISBN: 972-8036-85-X
BAUMAN, Zygmunt; Los retos de la educación en la modernidad líquida, Editorial Gedisa, 2007
BOURDIEU, Pierre; PASSERON, Jean-Claude; A reprodução – elementos para uma teoria do sistema de ensino, Editorial Veja, s/d.
CARVALHO, Rómulo de ; História do ensino em Portugal: desde a fundação da nacionalidade até a fim do regime de Salazar-Caetano, Fundação Calouste Gulbenkian, 1986
Castillo Arredondo, S. & Cabrerizio Diago, J.; Evaluación educativa y promoción escolar, Pearson, 2006. ISBN: 8420538345
CORREIA, Luís Grosso ; «Portugal pode ser, se nós quisermos, uma grande e próspera nação. O sistema educativo no Estado Novo», Ler História, nº 35, p. 71-107., 1998
COSTA, Jorge Adelino; Imagens organizacionais da escola, Edições Asa, 2003
House, E. R.; Evaluación, etica y poder, Morata, 2000. ISBN: 9788471123893
LEITE, Carlinda; O multiculturalismo e o currículo no sistema educativo português, Fundação Calouste Gulbenkian, 2001
Idem; Para uma escola curricularmente inteligente, Edições Asa, 2003
LIMA, Licínio (org.) ; Compreender a escola: perspectivas de análise organizacional, Edições Asa, 2006
NÓVOA, António (coord.) ; As organizações escolares em análise, Publicações D. Quixote/IIE, 1992
NÓVOA, António; SCHRIEWER, Jürgen (eds.); A difusão mundial da escola, Educa, 2000
Idem ,; Evidentemente. Histórias da Educação, Edições Asa, 2005
Nóvoa, António; Entre a formação e a profissão: ensaio sobre o modo como nos tornamos professores. Currículo sem Fronteiras, v. 19, n. 1, p. 198-208, 2019
Nunes, Luís Catela et al.; Estudo de diagnóstico de necessidades docentes de 2021 a 2030Estudo de diagnóstico de necessidades docentes de 2021 a 2030, Direção-Geral de Estatísticas da Educação e Ciência (DGEEC), 2021. ISBN: 978-972-614-744-2
PERRENOUD, Philippe ; Ofício de aluno e sentido do trabalho escolar, Porto Editora, 1995
Rodrigues, F. & Mogarro, M. J.; Student teachers’ professional identity: A review of research contributions. Educational Research Review, No. 28, 2019
SILVA, Tomaz Tadeu; Teorias do currículo: uma introdução crítica, Porto Editora, 2000
STOER, Stephen et alii (orgs.); Transnacionalização da Educação – da crise da educação à ‘educação’ da crise, Edições Afrontamento, 2001
UNESCO; Reimagining our futures together - A new social contract for education, UNESCO, 2021. ISBN: 978-92-3-100478-0
Young, Michael; Para que servem as escolas?. Educ. Soc., Campinas, vol. 28, n. 101, p. 1287-1302, 2007

Comments from the literature

More specific bibliography will be indicated along the classes.

Teaching methods and learning activities

Lectures; Debate; Supervised research; Tutorial supervision; Group work; Organization and presentation of papers by the students.

keywords

Social sciences > Educational sciences > Education > Comparative education
Social sciences > Educational sciences > Education > Teacher training
Social sciences > Educational sciences > Education
Social sciences > Educational sciences > Education > Curriculum studies

Evaluation Type

Evaluation with final exam

Assessment Components

Designation	Weight (%)
Exame	100,00
Total:	100,00

Amount of time allocated to each course unit

Designation	Time (hours)
Estudo autónomo	59,50
Frequência das aulas	21,50
Total:	81,00

Eligibility for exams

Students are required to attend at least 75% of classes, except in cases foreseen by law or the Assessment Regulations in force at FLUP.

Calculation formula of final grade

On a scale of 0 to 20 points and according to the proficiency demonstrated by the student in the final examination.

Examinations or Special Assignments

Not applicable.

Internship work/project

Not applicable.

Special assessment (TE, DA, ...)

Not applicable

Classification improvement

According to the Assessment Regulations in force.