Curricular Theory and Development

Code:

E308

Acronym:

TDC

Keywords
Classification	Keyword
OFICIAL	Curricula Studies

Instance: 2017/2018 - 1S

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	45	Official Curricular Structure	2	-	6	57	162

Teaching language

Suitable for English-speaking students

Objectives

The UC "Curriculum Theory and Development," structure around two dimensions: one, which relates to the acquisition of knowledge in this area of ​​knowledge; another, with regard to the processes of formation and development of skills of analysis and critical intervention.In this sense, the PA objectives are:



Acquire concepts, theories and paradigms that integrate education and curriculum;

- Build critical thinking, and theoretically based on the curriculum in Portuguese Educational System

- To analyze the role of mediator in childcare contexts of formal and non-formal education

-Produce analyzes supported the organization of the Portuguese Educational System

-Analyze themes / texts and organize your presentation to the class

- Advancing thematic debates with the class

Learning outcomes and competences

It is expected that this UC contributes to students acquire knowledge and develop skills in terms of:

- Domain of concepts, theories and paradigms that integrate education and curriculum;
- Construction of a critical thinking, and theoretically based on the curriculum in Portuguese Educational System;
- Research contexts of formal education of the Portuguese education system and preparation of respective reports;
- Critical analysis of issues / texts and their presentation to the class;
- Stimulation in group work, thematic discussions;
-Questioning the role of mediator in childcare contexts of formal and non-formal educatio

REVER INGLÊS

Working method

Presencial

Program

1 The culture of compulsory education: rationale and advantages
2. The right of everyone to education and the challenges facing the school
3. Theories and paradigms of the curriculum Curriculum Development
a) Models of curriculum organization: the organization of the curriculum in the logic of the collection / integration
b) Curriculum, sociocultural diversity, and attention to multiculturalism
4. Education in Portugal in transition centuries and the relationship with the pillars of education for the century. XXI
. 5 The curriculum in Portuguese Educational System: principles and organization 
 a)the National) Curriculum and local curriculum: what grounds?
b) conceptions of school and their relationship to conceptions of curriculum / roles of teachers and students
6. School as an area of ​​curriculum management
a) Teachers in curriculum construction
b) Role of youth mediators
c) Importance of working in partnership
. 7 Assessment of learning: concepts and perspectives
a) The choice of a formative assessment and formative

REVER INGLÊS

Mandatory literature

Delors, Jacques et al. ; Educação um tesouro a descobrir. , Porto: Ed. ASA., 1996
Fernandes, Domingos ; "Avaliação das aprendizagens em Portugal: Investigação e teoria da atividade., Sísifo - Revista de Ciências da Educação, 9, 87 – 100., 2009
Fernandes, Preciosa; O currículo do ensino básico em Portugal: políticas, perspetiva e desafios. , Porto: Porto Editora, 2011
Gimeno Sacristán, José ; A educação obrigatória: seu sentido educativo e social , Porto Alegre: Ed. Artmed., 2000
Leite, Carlinda ; “Teorias curriculares. Até uma teoria crítica do currículo”. In Carlinda Leite, O currículo e o multiculturalismo no sistema educativo português. , Lisboa: Fundação Calouste Gulbenkian/FCT, 2002

Teaching methods and learning activities

The methodology is based on an active pedagogy and co-responsibility of students for their training The first 3 classes, the conceptual framework is provided by the teacher. The remaining classes are streamlined by students, in cooperation with the teacher. So in academic contact time, students, working in groups, show: i) a theme / content with dynamic debate; ii) the results of a survey on the SEP. During the presentations the teacher clarifies and deepens information and concepts. In time of autonomous work students research bibliography; build a script and perform an interview to an educational manager; and organize presentations to the class. The groups are always supported by tutorials.

keywords

Social sciences
Social sciences

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	25,00
Trabalho de campo	10,00
Trabalho escrito	65,00
Total:	100,00

Calculation formula of final grade

The evaluation is distributed with the following weighting of the final classification: 35% - study and presentation of a theme / content; 65% - of the research.
REVER INGLÊS

Examinations or Special Assignments

Special assessment (TE, DA, ...)

Evaluating protocols are established with working students, being the final exam the assessment model.