Curriculum Theory

Code:

E201

Acronym:

TFC

Keywords
Classification	Keyword
OFICIAL	Curricula Studies

Instance: 2010/2011 - 2S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	82	Official Curricular Structure	1	-	4,5	-

Teaching language

Portuguese

Objectives

Included in a first cycle of studies in Educational Sciences, this curricular unit "Curriculum Theory" is structured around two dimensions: a dimension connected to the acquisition of knowledge within this domain; and another linked to the processes of training and to the development of critical analysis and intervention competencies and which is guided by a reconceptualist paradigm and sees curriculum and training as emancipatory and promoting social change.

Objectives:
-- to acquire knowledge in terms of the concepts, theories and paradigms that constitute the areas of education an curriculum and that, within the frmework of Educational Sciences, support analysis of the Educational System and of the formal processes of education/training;
-- to conceive of interventions in the curriculum which can be justified by the theoretical framework;
-- to construct a critical and theoretically grounded way of thinking about the curriculum in the context of the Portuguese Educational System, particularly in regarding its goals, organizational processes, the roles attributed to the different actors, the answers it provides for the challenges posed by the complexity of the situations encountered in educational and training contexts and by the plurality of features of the populations found in these contexts.

Competencies:
-- to configure processes of observation and analysis of formal education contexts and of curricular projects;
-- to be capable of conceiving, under adequate supervision, research projects in educational settings.

Program

-- School, education and curriculum at the beginning of this century;
-- Principles, organization, and ways of the Portuguese Educational System;
-- Curriculum organization models;
-- The rights of "all" to an education and the challenges the school faces in contemporary societies;
-- The attention to the multi-cultural in the curriculum and in the Portuguese Educational System and the reason for the principle of curricular justice;
-- The evolution in the conceptions of the curriculum and its relation to the roles attributed to school education;
-- Education in different curricular paradigms;
-- Territorialization of curricular policies.

Mandatory literature

LEITE, Carlinda ; “Teorias curriculares. Até uma teoria crítica do currículo”, in LEITE, Carlinda, O currículo e o multiculturalismo no sistema educativo português, Lisboa: Fundação Calouste Gulbenkian/FCT, (2002
LEITE Carlinda e TERRASÊCA Manuela ; Ser Professor/a num Contexto de Reforma, Ed. ASA, (1993
LEITE, Carlinda ; “Os desafios de uma escola para todos numa sociedade multicultural”, in Para uma escola curricularmente inteligente, ED ASA, (2003a)
LEITE Carlinda ; “Sinais e percursos da educação e do currículo, em Portugal, nas últimas décadas”, in Para uma escola curricularmente inteligente, ED ASA, (2003b)
CONNEL, R. W; “La justicia curricular”, in Escuelas y justicia social, Madrid: Edições , 1997
LEITE, C. e FERNANDES, P. ; “Desafios de um currículo comprometido com a inclusão”, in LOPES, A. E MACEDO, E. (orgs.) et al., Políticas de currículo no Brasil e em Portugal. , Porto: Profedições, pp. 117-132, (2008).
LEITE, Carlinda ; “Multiculturalismo e educação escolar - Cenários do passado e do presente, , Actas do III Congresso da Sociedade Portuguesa de Ciências da Educação , 1995
DELORS, Jaques e al; “Os quatro pilares da educação”, in Educação um tesouro a descobrir, Ed. ASA, 1996
LEITE, Carlinda ; O lugar da escola e do currículo na construção de uma educação intercultural”, in AAVV Ênfases e omissões no currículo, . Paulo: Papirus Editora, 2001
ZABALA, A. ; “A organização de conteúdos”, in A prática educativa. Como ensinar. , Porto Alegre: ARTMED, (1998)
CONNEL, R. W; “La justicia curricular”, in Escuelas y justicia social, Madrid: Edições , 1997
LEITE Carlinda; “O lugar das questões sobre o currículo nas Ciências da Educação”, Actas do VIII Congresso da SOCIEDADE PORTUGUESA DE CIÊNCIAS DA EDUCAÇÃO , (2005)
FERNANDES, Preciosa ; “Perspectivas curriculares de suporte ao ensino básico no sistema educativo português (1989-2005) in Carlinda Leite, Alice Casimiro Lopes, Políticas educativas e dinâmicas curriculares em Portugal e no Brasil. , Livpsic, pp.35-53 , (2008).

Complementary Bibliography

Beane, James ; “Integração curricular: a essência de uma escola democrática”, , Fronteiras, v.3, n.2, pp. 91-110, Jul/Dez., 2003
PACHECO, José A .“O que é o Currículo?”,, in Pacheco (2005)."Estudos curriculares", in Para uma compreensão crítica da educação., Porto: Porto Editora, pp. 31-45. , (2005)

Teaching methods and learning activities

-- lecturing
-- debates
-- group work
-- supervised field work
-- presentations in class (by students)
-- role-playing (simulation) of activities
-- tutorial sessions
-- assessment of learning

Evaluation Type

Distributed evaluation with final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	63,00
	Trabalho escrito	26,00
	Exame	2,50
	Total:	-	0,00

Amount of time allocated to each course unit

Description	Type	Time (hours)	End date
	Estudo autónomo	5
	Estudo autónomo	25
	Total:	30,00

Eligibility for exams

-- minimal classification of 8 (out of 20) - as demanded by the regulation (cf. art. 9) - in each of the evaluation moments. If a student does not achieve this, and depending on prior negotiation with the lecturer, he/she can:
-- write the assignments that are to be part of the evaluation, with their respective weights and adaptations regarding how they can be presented; or
-- write a final exam with a weight of 100% of the final grade;

Calculation formula of final grade

-- realizing research work on the Portuguese Educational System and on the organization of the curriculum at different educational levels; present the work to the class and writing a report on it (in small groups) -- weight of 30%;
-- record of reading (review of the literature), in groups, of one of the reference texts for the curricular unit -- weight of 20%.
-- weekly participating in the 'forum' in the discussion of the issues raised there (weight of 30%); writing a final synthesis on the contribution it had to the training within this curricular unit and to the training of a socio-educational mediator (weight of 20%) -- combined weight of 50%

Examinations or Special Assignments

For specific cases, clearly verified and with the agreement of the Coordination for the Semester, written assignments may be replaced by oral assignments.
If a student fails to obtain the minimal grade he/she can write a final exam with a weight of 100% of the final grade.

Special assessment (TE, DA, ...)

Students who, by law, are granted the possibility of not attending classes will be evaluated taking into account:
-- weekly participating in the 'forum' in the discussion of the issues raised there; writing a final synthesis on the contribution it had to the training within this curricular unit and to the training of a socio-educational mediator -- weight of 60%
-- two records of reading of reference texts for the curricular unit -- weight of 40%.

Classification improvement

-- Improving final mark is possible by writing a new exam for which the make-up exam season can be used.