Currículo: dos Fundamentos às Práticas

Learning objectives
1. Know how to analyze the documents of autonomy, school administration and management, bearing in mind the legal framework; 2. Understand implications from these documents in (flexible) management ot the curriculum; 3. Know curricular models and analyse the relation with educational research and policy as a background for the practice; 4. Know how to problematize the curriculum's implementation, based on definition/selection/adequation of pedagogical methodologies and approoaches and of evaluation strategies.

Syllabus
1. Organizational aspects of School - Documents of School autonomy (Educational Project, Anual Activities Plan, self-evaluation), Teachers Performance Evaluation, intermediate structures and functioning - Contemporary trends on School conceptions and its consequences regarding curricular development 2. Curriculum: conceptual issues - Curricular models: innovation and change - A critical analysis on the LBSE (Basic Law of the Educational System) focused on dichotomous thinking such as processes versus outcomes, short term versus long term - Referent's framework: (objectives, competences, goals): its meaning and implication in currcular theory and development - Flexible management of the curriculum 3. Currculum: operationalization - Planning/conceptualisation practices - Teachin and learning methods/intervention methodologies - Evaluative strategies: from conceptualisation to construction of operacionalising instruments

Teaching methodologies (including evalution)

Exposition; Debate; Documental analysis; Individual work and group-work. The methodologies will be active and there will be place to the analysis, reflection, discussion and knowledge problematization. The theoretical expositions, group-work, individual work and analysis of documents will be base to those processes. The students work will have, as a reference,objectives and learning outcomes achieved and verified through the following evaluation forms and correspondent consideration: Group work: 40% - evaluation criteria - knowledge/deepening of main cocepts - proper use of terminology - curricular management abilty (objectives, methodologies and evaluation) Individual reflection: 60% . evaluation crteria - Conceptual mastery of themes - Justification of options - Ideias organisation - Widdening of knowledge

Essential Bibliography (including ISBN)

CAPUCHA, L. M. (2008). Planeamento e Avaliação de Projetos - guião prático. Lisboa: DGIDC. ISBN 978-972-742-285-2 FERNANDES, D. (2008). Avaliação das aprendizagens, desafios as teorias, praticas e politicas. Lisboa: Texto Editores. ISBN 972-47-2470-0 GOUVEIA, J. (2007). Competências: moda ou inevitabilidade?, in Saber Educar, no 12, ESE de Paula Frassinetti. ISBN: 0873-3600 GOUVEIA, J. (2010). Supervisão e avaliação: metodologias para a avaliação de competências no processo formativo, Tese de Doutoramento, Univ. Salamanca. RIBEIRO, L. (1989). Avaliação da Aprendizagem. Lisboa: Texto Editora. ISBN: 9724700119 ROLDAO, M. C. (2003). Gestão do currículo e avaliação de competências: as questões dos professores. 1a ed. Barcarena : Editorial Presenca. ISBN 972-23-3086-1 ZABALZA, M. A. (1992). Planificação e desenvolvimento curricular na escola. 1a ed. Rio Tinto : Edições Asa. ISBN 972-41-0933-X