Currículo: dos Fundamentos às Práticas
Teacher Responsible:
1º Ano | 2º Semestre
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 knowledgeEssential 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