Theory and Organisation of the Curriculum

Scholar Year: 2017/2018 - 2S

Courses

Head Teacher Responsability Ângela Maria Gomes Teles de Matos Cremon de Lemos Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 2 6,40 Angela Lemos   3,20 Maria Manuela de Sousa Matos   3,20

Teaching language

Portuguese/English

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

It is intended that students be able to:
- Identifying and characterizing the components of a curriculum.
- Mobilizing the literature on scientific and technical curricula and programs
- Analyzing the origins and theoretical models of curriculum from nursery school
- Identifying different models of curriculum organization and assesses the strengths and weaknesses
- Recognizing the role of the educator / teacher in the management of the curriculum

Syllabus

The syllabus of this UC focus on updated information on the construction of the curriculum from kindergarten to 2nd cycle of basic education, particularly as regards the adoption of models of educational intervention for the development of children. The PA focuses therefore on the following syllabus:
- Concept of curriculum
- Educator / teacher as curriculum manager
- Curriculum models in education: theoretical foundations and methods of organization

Demonstration of the syllabus coherence with the UC intended learning outcomes

The syllabus aim to help students acquire the skills previously established
It is considered different models of educational intervention, tailored to the emerging realities in each educational institution.
The concept of curriculum has components similar to all levels of education, so this learning concepts allow CU students to know and deepen scientific knowledge and teaching inherent in the implementation of the curriculum in education.
The education curriculum models allow each teacher to implement their "own" the curriculum by adjusting the characteristics of children and young people, while respecting the organizational models of each institution. From the foregoing it is understood that the syllabus addressing fundamental concepts of pedagogical action, never forgetting that the aim is that students know and understand the fundamentals of pedagogical action.

Teaching methodologies

The work will focus on the active participation of students seeking a deeper knowledge related to the theme
The CU is taught based on theoretical and practical sessions, individual and group and class discussions, including:
Reading and comprehension of various texts and documents
Analysis of individual cases based on experiences reported by professionals from the various levels of education
The accompanying tutorial will consist of orientation and organization of study to deepen the themes. You may face or distance

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The teaching methodologies proposed in this CU highlight the need for an initial teacher training geared towards the development of skills that address the knowledge and the eigenvalues of the teaching profession. It is intended that these teaching methods lead to a process of construction / reconstruction of theoretical, based on the emerging knowledge of scientific research and placing them in the Portuguese educational context.
The CU structure is based on individual work and group work and / or pairs, students are asked to
articulate the different theoretical and experiential knowledge in person worked during the sessions. These strategies will enable students to develop a reflective knowledge and continued to deepen their learning. It is intended to encourage the construction of knowledge that enable them to acquire and develop skills previously established and that they direct to an academic and professional training that requires knowledge, reflection and integration of education from kindergarten to 2nd cycle of basic education.
The dynamics of group work proposed will enable students gain the attitudes which emphasizes critical thinking and partnership working which allows them the urgency of understanding and a collaborative work in education.
Throughout the sessions, students contact with professionals from different educational levels (from
nursery school to 2nd cycle of basic education) with whom they share their experiences of managing the curriculum, particularly as regards their choice of particular model teaching. This methodology allows students to form not only focused on theoretical grounds, but is supported by forming a relationship with education professionals. In sessions in which these professionals involved intend to reflect the complexity and uniqueness of the educational act and its implications in the management of the curriculum.
For these reasons we believe that the teaching methodologies proposed are consistent with the
responsibilities inherent in the development of CU.

Assessment methodologies and evidences

The mode of continuous evaluation will focus on the work developed along the UC. Shall be taken into account: (a) individual work attendance- 55%; (b) report on one of the curricular models analyzed (in groups) - 45%

In the first half of the semester the student workers must negotiate with the individual evaluation forms if teachers cannot meet the requirements above.

Attendance system

Each student is at least 75% of the sessions and to review and discuss the proposed texts and perform the evaluation products in close relationship with the professor, except the students with special status (article 24 of the RFA).

Bibliography

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Documentação Oficial do Ministério da Educação