Curriculum Theory and Organization

Objectives

1. To become familiar with the main theories of curriculum, and to discuss their implications;
2. To understand different possibilities of curriculum organization in the context of educational systems, at various levels of decision-making;
3. To analyze real cases of curriculum organization and management, at the macro, meso and micro levels, and to identify constraints and opportunities that influence it;
4. To discuss the role of curriculum organization and management in the promotion of educational achievement;
5. To explore scenarios of curriculum organization, supported by the analysis of real educational situations.

Program

1. Curriculum theory - main concepts and approaches
1.1. Curriculum organization and related concepts - curriculum development, curriculum management, curriculum design, curriculum deliberation
1.2. Main approaches to Curriculum Theory (technical, practical, critical...)
1.3. Guiding principles and ways of putting curriculum organization and management into practice - adequacy, relevance, differentiation, integration
2. Curriculum organization in the context of educational policy
3. Levels of curriculum organization and management
4. Curricular dimensions of educational (under)achievement
5. Curriculum organization as a response to real educational situations

Teaching Methodologies

The analysis of cases of curriculum organization will be supported by theory. Students will design plans of curriculum organization (PCO), with the instructor's support, whichwill encourage reflection and be considered in the context of students' assessment.
The semester will be organized around modules. There will be a global assessment by the end of each module, which will consider students' performance in various tasks.Accordingly, the following elements will be considered in students' assessment:
1. Analysis and discussion of theoretical texts, research reports and legislative documents - 40% of weight in the final mark;
2. The first version of a PCO, and its discussion with the class - 10%;
3. The second version of the PCO, and its discussion with the class - 15%;
4. Final version of the PCO - 35%.

Bibliography

Cosme, A. (2018). Autonomia e flexibilidade curricular: propostas e estratégias de ação. Porto: Porto Editora.

d’Oliveira Martins, G. et al. (2017). Perfil dos alunos à saída da escolaridade obrigatória. Lisboa: DGE.

Kuiper, W. & J. Berkvens, J. (Eds.) (2013). Balancing curriculum regulation and freedom across Europe. Enschede, the Netherlands: SLO

Morgado, J. C., Viana, I. C. e Pacheco, J. A. (Orgs.) (2019), Currículo, inovação e flexibilização. Santo Tirso: De Facto Editores.

OECD (2018). Curriculum flexibility and autonomy in Portugal - an OECD review. Paris: OECD Publishing. https://www.oecd.org/education/2030/Curriculum-Flexibility-andAutonomy-in-Portugal-an-OECD-Review.pdf

OECD (2019), OECD future of education and skills 2030: OECD Learning Compass 2030 – a series of concept notes. Paris: OECD

Roldão, M. C. e Almeida, S. (2018). Gestão curricular para a autonomia de escolas e professores. Lisboa: ME/ DGE