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Presentation
Presentation
This curricular unit aims to contribute to the training of students in the field of curricular development taking into account their future performance as secondary school teachers, which should be based on the principles of inclusive education. This currculuar unit assumes all pertinence if we consider curriculum as the central and defining core of the educational institution.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT573-16331
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. Approach to the theoretical field that guides the Curriculum Development area: Paradigms and theories in education and curriculum.
2. Curriculum Development and Teaching of Arts: the curriculum models.
3. The discussions on Curriculum and Curriculum Development in Portugal:
3.1 - The curricular status of the Profile of the Students Leaving Compulsory Education and the centrality of the concept of competence
3.2 - The curricular status of the "Essential Learning
3.3 - The Education in the field of arts competences and the National Plan of Cinema
3.4 - The Education in the field of arts competences and the construction of an Inclusive School
3.5 - The role of curricular and pedagogical assessment: conceptions and assessment modalities
3.6 - Curriculum and teaching professional learning.
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Objectives
Objectives
To know concepts, theories and paradigms that integrate the areas of education and curriculum
To critically analyse the roles that have been attributed to education, to the school and to the curriculum, in the Portuguese educational system in the context of computer science teaching
To reflect on the place of digital competences in the curriculum of basic and secondary education
Critically analyse curricular models in their relation to the teaching of computer science
To identify creative and innovative pedagogical responses
Analyse conceptions and modes of assessment
Establish relationships between curricular models and paradigms of learning evaluation
Problematize the role of the teacher
Characterize the decision making processes of the teacher according to different models of policy and curriculum development
Organise, manage and lead working groups for thematic debates
Be autonomous and work cooperatively
Be committed to professional ethics
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Teaching methodologies and assessment
Teaching methodologies and assessment
Field activity with subsequent individual reflection.
Realisation of intervention work in the pupils' classroom.
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References
References
Beane, J. & Apple, M. W. (2000). Escolas Democráticas. Porto: Porto Editora
Correia, L. M. (2008). A Escola Contemporânea e a Inclusão de Alunos com NEE. Porto: Porto Editora
Goodson, I. (2001). O Currículo em Mudança, Estudos na Construção Social do Currículo. Porto: Porto Editora
Pacheco, J. (2002). Políticas Curriculares. Porto: Porto Editora
Roldão, M. (1999). Os Professores e a Gestão do Currículo. Porto: Porto Editora
Roldão, M. (2003). Diferenciação curricular revisitada ¿ conceito, discursos e práticas. Porto: Porto Editora
Silva, M. O. E. (2016). Formação de Professores para a Inclusão de Alunos com NEE - contributos de investigação. Lisboa: Edições Universitárias Lusófonas
Sousa, O. & Ricardo, M. M. C. (org.). (2003). Uma escola com sentido: o currículo em análise e debate ¿ contextos, questões e perspetivas. Lisboa: Edições Universitárias Lusófonas
Stainback, S. & Stainback, W. (2007). Aulas inclusivas. Un nuevo modo de enfocar y vivir el currículo. Madrid: Narcea Ediciones
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Office Hours
Office Hours
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Mobility
Mobility
No
