Class Curricular Development

The CU, offered in the first semester of the first year of the Bachelor's Degree in ES  introduces students to the field of curriculum studies, providing conceptual and theoretical frameworks for understanding curriculum and the processes of curriculum development and management. The CU  addresses curriculum as a social, cultural and educational construction and as a project implemented at different levels and within different decision-making contexts. It examines the relationships between curriculum, school, learning and educational practices, considering the role of different actors and the processes of planning, differentiation, flexibility, integration and curriculum evaluation. Its relevance within the study programme lies in its contribution to a critical understanding of curriculum decision-making processes and to the development of skills in analysing, planning and reflecting on curricular practices, which are essential for professionals in Educational Sciences.

Not applicable

PC1. Concept of Curriculum and Curriculum Theories 1.1. Sources and Components of the Curriculum 1.2. Consolidation of the Concepts of Curriculum and Curriculum Development 1.3. Models of Curriculum Organisation: Subjects, Modules, Themes or Projects PC2. School and Curriculum 2.1. Curriculum as a Project within the Educational Community 2.2. Curriculum Projects 2.3. The Teacher's Curricular Role and Functions PC3. Learning and Curriculum 3.1. Organisation and Management of Learning: From Planning to Action 3.2. Curriculum Differentiation, Flexibility and Integration PC4. Educational and Training Practices 4.1. Learning Planning: Purposes of Planning; Levels and Types of Planning; Components of Planning 4.2. Evaluation of Teaching: The Concept of Evaluation; Types of Evaluation; Dimensions and Object of Evaluation; Evaluation Techniques and Instruments 4.3. Processes of Curriculum Innovation, Evaluation and Management

The curricular unit integrates active and participatory methodologies aimed at connecting theoretical frameworks with the analysis of curriculum practice situations. Case studies and problem-based situations are prioritised, challenging students to analyse curriculum development and management processes and to substantiate their decisions by mobilising the knowledge acquired. The collaborative construction of concept maps supports the organisation and integration of knowledge, while practical analysis and planning activities enable students to apply concepts to different educational contexts. Collaborative work and peer discussion promote argumentation, critical reflection and the shared construction of knowledge. The use of digital environments and tools supports the research, production and sharing of content. Formative feedback, self-assessment and peer assessment foster the self-regulation of learning.

Alves, M. & De Ketele, J-M. (2011) (orgs). Do Currículo à Avaliação. Da Avaliação ao Currículo. PE Duarte, P. (2021). Pensar o desenvolvimento curricular: uma reflexão centrada no ensino. ESE Estrela, E. (2019). The Knowledge of Policies: The Personal Dimension in Curriculum Policies in Portugal. British Journal of Educational Studies, 67. https://www.tandfonline.com/doi/abs/10.1080/00071005.2018.1444730 Flores,  M. (2017). Práticas e Discursos sobre Currículo e Avaliação. De facto E Leite, C.; Fernandes, P- & Mouraz, A. (2012). Contextualização curricular: princípios e práticas. Contextos, 22,1-5. Morgado, J.; Sousa, J.; Moreira, A. & Vieira, A. (Org.) (2018). Currículo, Formação Internacionalização: desafios contemporâneos. Instituto de Educação. UM. Morgado, J., Viana, I., & Pacheco, J.  (Org.) (2019.). Currículo, Inovação e Flexibilização. De Facto Editores. Pacheco, J., Roldão, M., & Estrela, M. (Org.) (2017). Estudos de Currículo. PE