School Organization, Curriculum Development and Teaching of Visual Arts

Code:

MEAV10

Acronym:

OEDCEAV

Keywords
Classification	Keyword
OFICIAL	General Education Training

Instance: 2025/2026 - 2S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master in Teaching of Visual Arts for Teachers of the 3rd cycle of Basic Education and of Secondary Education

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MEAV	26	Plano de Estudos 2025	1	-	4,5	40	122
		Plano de Estudos 2025 - Transição	1	-	4,5	40	122

Teaching language

Portuguese

Objectives

The theoretical-practical classes, using methods of dialogue, analysis of situations and debate, should enable students to:

1.Critically analyse the roles that have been assigned to education, the school and the curriculum in the Portuguese education system

2. contextualise the school as an organisational and institutional body
3. analyse the educational institution as a complex bureaucratic system and human agency
4. reflect on the place of Art Education in the school curriculum

5. To develop competences for analysing and intervening in education and the curriculum, with a view to intervention processes in the field of Visual Arts teaching.

Learning outcomes and competences

-Domain of concepts, theories, and paradigms that integrate school organization, curriculum, and arts education.

 

-Development of critical thinking about the roles attributed to education, schools, and the curriculum in the Portuguese educational system.

 

-Critical analysis of curriculum models in relation to arts education.

 

-Problematization of the role of teachers in the field of visual arts in light of pedagogical models.

 

-Ability to engage in critical debate on the role of arts teachers in student training.

Working method

Presencial

Program

1. Educational and school organisation

1.1 The Portuguese Education System (SEP): principles and structure

2.The school as an organisation

2.1 Management/leadership models

2.2 Autonomy and the tools to realise it

2.3 The role of students, parents and the community

3. Curriculum and curriculum development

3.1 Concepts and perspectives

3.2 Learning assessment

3.3 Curriculum references for primary and secondary education in Portugal and their relationship with the field of Visual Arts

3.4 Teaching practice in the field of Visual Arts and Art Education

Mandatory literature

Eisner, E. ; O que pode a Educação aprender das artes sobre a prática de educação., Revista Currículo Sem Fronteiras, V. 8, nº 2, pp. 5-17, Julho/Dez., 2008
Fernandes, P. & Figueiredo ; Contextualização Curricular. Subsídios para novas significações,, Revista Interações Nº. 22, pp. 163-177., 2012
Fernandes, D.; Avaliação das Aprendizagens: Reflectir, Agir e Transformar., uturo Congressos e Eventos (Ed.), Livro do 3.º Congresso Internacional Sobre Avaliação na Educação, pp. 65-78. Curitiba: Futuro Eventos., 2005
Figueiredo, C; Leite, C. & Fernandes, P. ; Entre os enunciados políticos e os “corredores de liberdade” nas práticas curriculares dos professores., ducação e Pesquisa, 45, e189917. doi:10.1590/s1678-4634201945189917, 2019
Lima, L.; “Democracia, participação, autonomia: sobre a direção das escolas públicas”, Revista de Administração e emprego público, 4, abril 2018, DGAEP., 2018
Marinho, P.; Leite, C & Fernandes, P ; A avaliação da aprendizagem: um ciclo vicioso de “testinite”., Estudos em Avaliação educacional, 24(55). Fundação Carlos Chagas, pp. 304-334., 2013
Roldão, M. C; Desenvolvimento do currículo e melhoria de processos e resultados, i, In Machado, J. & Alves, M. (Org). Melhorar a escola: sucesso escolar, disciplina, motivação, direção de escolas e políticas educativas. Porto: Porto Editora, 2013
Sousa, I. e Ferreira, E.; “Liberdade, onde estás? Quem te demora? É democrática a gestão escolar para os/as alunos/as?”, in Revista Lusófona de Educação, 63, 167-186., 2024
Torres, L.; “Organização escolar e democracia: a temporalidade nos processos de construção democrática, in CNE (Ed.) Estado da Educação – 2021. Lisboa: CNE., 2022

Teaching methods and learning activities

The UC's teaching and learning methodologies promote theoretical and practical articulation through knowledge of literature in the field of school organisation and curriculum development and, at the same time, the development in students, future teachers, of the ability to contextualise this knowledge in the reality of education and contemporary schools in Portugal. Through the methodologies used, the aim is to contribute to the training of reflective professionals who promote contextualised learning in specific schools and students.

An active pedagogy is adopted, based on a spirit of co-responsibility between teachers and students for the dynamics of the classes. Themes are worked on in groups which, after being supported in tutoring sessions with the teacher, are presented and debated with the class, with a dynamic that involves all the students.

Methodologies:

Dialogues

Analysis work in small groups

Presentation and debate in the classroom

keywords

Social sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Participação presencial	40,00
Trabalho escrito	60,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	50,00
Frequência das aulas	45,00
Trabalho de investigação	35,00
Trabalho escrito	32,00
Total:	162,00

Eligibility for exams

A final grade of less than 10 points, calculated from the average of the two assignments for the distributed assessment of the UC, requires a final exam.

Calculation formula of final grade

Small group work and discussion of a topic with the class (40%)

Individual essay on a topic from the course, integrating a critical reflection on this topic into training for the exercise of ‘being a teacher’ in the field of art education (60%)

Examinations or Special Assignments

NOT APPLICABLE

Internship work/project

NOT APPLICABLE

Special assessment (TE, DA, ...)

Assessment protocols are established for students with special status (working students and others...).

Classification improvement

The requirements set forth in the law are met.

Observations

Completion of the course unit involves completing the two assignments or taking a final exam.