Curricular Theory and Development

Code:

E308

Acronym:

TDC

Keywords
Classification	Keyword
OFICIAL	Curricula Studies

Instance: 2021/2022 - 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	57	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;
- - 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

Working method

Presencial

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

Not applicable

Program

1. Education in the Portuguese Educational System (SEP) - organization and principles

2. Conceptions of education in relation to the four pillars of education for the twentieth century and the extension of compulsory education
3.The Curriculum: Concepts and Perspectives

4. Curriculum and School Education in the 21st Century / Globalization
.5 Everyone's right to education and the challenges facing school in today's societies
6. The curriculum and sociocultural diversity and ways of addressing multiculturalism


7 .. Territorialization of education and school autonomy: what concepts? what policies? and what implications for school institutions?


8. The Educational Project - concepts, perspectives and practices

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) perform a synthesis on the working contents. In autonomous working time students study the basic bibliography for each topic, suggested by the teacher, and organize the presentations to the class, with a dynamic of debate. . 
The presentation and debate of the theme is supported by the teacher to clarify doubts and deepen concepts.
The groups are supported in tutorial sessions.

keywords

Social sciences
Social sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Participação presencial	65,00
Trabalho escrito	35,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	47,00
Frequência das aulas	45,00
Trabalho escrito	40,00
Trabalho de campo	30,00
Total:	162,00

Eligibility for exams

In accordance with the Evaluation Regulations, students obtain attendance when attending 3/4 of the sessions actually held. Exceptions are those students who, by law, are exempted from attending classes.

Calculation formula of final grade

The evaluation is distributed with the following weighting of the final classification:65% - study and presentation of a theme / content, with debate dynamics- 65%
- Final written synthesis on the contents of the UC-35%

Examinations or Special Assignments

Failure to carry out the first evaluation component by a student who has not obtained compulsory attendance, in a duly justified manner, refers the same to the evaluation model provided for students with special status.

Internship work/project

Not applicable

Special assessment (TE, DA, ...)

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

Classification improvement

The student can propose the improvement of grade by means of the examination, focusing the same, in this case, in 100% (there is no improvement of the continuous evaluation component)

Observations

The conclusion of the curricular unit always implies the accomplishment of the two works foreseen for the continuous evaluation. In case of non-completion of one of these components, the student will have to take final exam