Curricular Organisation and Development

Code:

FLUP0815

Acronym:

ODC-1º

Instance: 2005/2006 - 1S

Active?	Yes
Responsible unit:	Autonomous Section of Education
Course/CS Responsible:	History

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
EAA	0	Official Study Plan - LEAA	2	2,5	5	-
			3
EFA	3	Official Study Plan - LEFA	4	2,5	5	-
EFI	2	Official Study Plan - LEFI	4	2,5	5	-
EIA	10	Official Study Plan - LEIA	4	2,5	5	-
EPA	4	Official Study Plan - LEPA	4	2,5	5	-
EPE	0	Official Study Plan - LEPE	4	2,5	5	-
EPF	14	Official Study Plan - LEPF	4	2,5	5	-
EPI	26	Official Study Plan - LEPI	4	2,5	5	-
EPO	13	Official Study Plan - LEPO	4	2,5	5	-
FIL	37	Official Study Plan - LFIL	4	2,5	5	-
GEO	31	Official Study Plan - LGEO	4	2,5	5	-
HIS	15	Official Study Plan - LHIS	3	2,5	5	-
			4

Objectives

I. Framework:
This subject, essentially aimed at the analysis of the Portuguese educational system as a whole, provides critical reflection on the teaching-learning process, thus enabling future teachers to develop a scientific and pedagogical rationalization and systematization of their career.
Without ignoring the pragmatic dimension of curricular theory, both in terms of organization and development, it seemed important to highlight its theoretical component. This option follows a line of thought in education according to which teachers should associate research and reflection to their teaching practice.
Teachers need to have a sound theoretical basis so as to conduct research in the field of education, where plural ‘black boxes’ persist demanding further research.
This implies a solid investment in the curricular area of teacher training, thus preparing future teachers to have a critical position in relation to curricular development, and emphasising the problematic, complex and situational aspects of decision-making and educational procedures.

II. Objectives:
Develop reflective and scientific research attitudes.
Promote students’ critical capacity and an innovative spirit in educational and curricular issues.
Identify the political and administrative organization of school education and curricular organization of the Portuguese educational system.
Acquire a fundamental understanding of the theory, organization and development of a curriculum.
Understand the diversity of curricular guidelines and their incidence in education.
Analyze the processes of conceiving and developing a curriculum for the Portuguese educational system.
Evaluate the juridical and institutional framework of the Portuguese educational system and its curricular and pedagogical implications.
Reflect on education and teaching models.

Program

III. Contents
1. Conceptual and operative issues of the curriculum
1.1. Nature, sources and theories of the curriculum
1.2. Types of curricula – from the explicit to the implicit
1.3. Models of curricular organization – the Portuguese case
1.4. Levels of curricular decision-making and implementation
1.5. Curricular project, planning, programme and praxis
1.6. Analysis of the curriculum’s structural components
1.7. Curricular evaluation: contexts, models and modalities

2. Curricular Autonomy of the School
2.1. School autonomy, curricular autonomy and systemic responsibility
2.2. Instruments for the school’s curricular autonomy
2.2.1. School Education Project (PEE - Projecto Educativo de Escola)
2.2.2. Internal regulations
2.2.3. Annual Activity Plan
2.2.4. School Curricular Project (PCE - Projecto Curricular de Escola)
2.2.5. Class Curricular Project (PCT - Projecto Curricular de Turma)
2.3. Administrative, pedagogical and leadership dynamics from the PEE to the PCT

3. Curriculum and teacher training
3.1 Curriculum: systemic and systematic approach to the Portuguese case
3.1.1. Organization of the educational system
3.1.2. Organization of education procedures
3.1.3. Curricular organization
3.2. Historical and sociological approaches
3.2.1. The pupil’s work
3.2.2. The teaching profession
3.2.3. The school’s autonomy
3.3. Curricular difficulties faced by a young teacher
3.3.1. Classroom administration
3.3.2. School discipline

Main Bibliography

APPLE, Michael W. (1997), Os professores e o currículo: abordagens sociológicas. Lisboa: Educa.
BARBIER, J.-M. (1993), Elaboração de projectos de acção e planificação. Porto: Porto Editora.
CARR, W.; KEMMIS, S. (1988), Teoría crítica de la enseñanza. Barcelona: Martínez Roca.
CORTESÃO, Luísa; TORRES, Mª Arminda (1987), Avaliação pedagógica. II - Perspectivas de sucesso. Porto: Porto Editora.
DOLL Jr., William E. (1997), Currículo: uma perspectiva pós-moderna. Porto Alegre: Artes Médicas.
ESTRELA, Albano; NÓVOA, António (org.) (1993), Avaliação em educação – novas perspectivas. Porto: Porto Editora.
GIMENO SACRISTAN, J.; PEREZ GOMEZ, A. (1985), La enseñanza: su teoria y su prática. Madrid: Akal.
GIMENO SÁCRISTAN, José (1988), El curriculum: una reflexión sobre la prática. Madrid: Morata.
Idem (2003), Educar e conviver na cultura global. Porto: Edições Asa.
GOODSON, Ivor F. (1997), A construção social do currículo. Lisboa: Educa.
KEMMIS, Stephen (1988), El curriculum: más allá de la teoría de la reproducción. Madrid: Morata.
LEITE, Carlinda (2003), Para uma escola curricularmente inteligente. Porto: Edições Asa.
LEITE, Carlinda; FERNANDES, Preciosa (2002), Avaliação da aprendizagem dos alunos: novos contextos, novas práticas. Porto: Edições Asa.
MORISETTE, Dominique; GINGRAS, Maurice (1994), Como ensinar atitudes – planificar, instruir, avaliar. Porto: Asa.
PACHECO, José A. (org.) (2000), Políticas de integração curricular. Porto: Porto Editora.
PERRENOUD, Philippe (1995), Ofício de aluno e sentido do trabalho escolar. Porto: Porto Editora.
RIBEIRO, António C. (1990), Desenvolvimento curricular. Lisboa: Texto Editora.
RIBEIRO, Lucie C. (1990), Avaliação da aprendizagem, 2ª ed., Lisboa: Texto Editora.
ROLDÃO, Maria do Céu (1999), Gestão curricular: fundamentos e práticas. Lisboa: ME/DEB.
ROWTREE, Derek (1986), Educational technology in curriculum development. Londres: Harper & Row.
SANTOMÉ TORRES, Jurjo (1995), O curriculum oculto. Porto: Porto Editora.
SILVA, Tomaz Tadeu da (2000), Teorias do currículo: uma introdução crítica. Porto: Porto Editora.
STUFFLEBEAM, D.; SHINKFIELD, A. (1987), Evaluácion sistemática – guia teórica y prática. Barcelona: Paidós/MEC.
TYLER, Ralph (s/d), Princípios básicos de currículo e ensino, 10ª ed., Rio de Janeiro: Globo.
ZABALZA, Miguel A. (1992), Planificação e desenvolvimento curricular na escola. Porto: Edições Asa

Note: Specific bibliography and legal documentation will be indicated in class.

Complementary Bibliography

To be provided by the lecturer throughout the academic year.

Teaching methods and learning activities

This subject’s key training goal is to develop students’ skills in the conception, development and assessment of the different activities in education by integrating the curricular contents of theoretical and practical classes in a well-grounded research project, which is to be further developed in the next academic semester, in one of the subjects offered in the area of Curricula and Education (Analysis of School Organizations or Education Technologies).
In theoretical classes, the subject’s programmatic contents will be introduced and discussed.
In practical classes, debates and practical assignments will be carried out based on the analysis of the organization of the Portuguese school system, the curricula, and related legal framework. Critical reviews of relevant works will also be presented, so as to better understand the issues raised by the subject of curricular development.

Software

No specific software required.

Evaluation Type

Eligibility for exams

Attendance requirements are as follows:
- for students who opt for continuous assessment in practical classes, there will be attendance records and students cannot miss more than a third of the classes; otherwise, they will automatically be excluded from continuous assessment;
- no minimum attendance is required in theoretical classes.

Calculation formula of final grade

Final grades will be the result of the average obtained in the two programmatic components (theoretical and practical) under assessment.

Examinations or Special Assignments

Students chose the evaluation regime in function of one of the following alternatives:
- final evaluation of the theoretical and practical components of the program;
- final evaluation on the contents studied in theoretical classes and continuous evaluation of the practical classes’ components developed in group.

Special assessment (TE, DA, ...)

Not applicable.

Classification improvement

According to the Assesment Regulations in force.

Observations

Language of instruction: Portuguese