Curriculum: theory and practice
Cod: 12086
Department: DEED
Scientific area: Education Sciences
Total working hours: 208
Total contact time: 40

This course unit belongs to the vast field of curricular  studies, emerging from curriculum development area. Considering curricular development a process of deductive nature, it manifests itself in even finer actions, with stratified intervention levels and sequential phases. As such, building various definitions of the concept of curriculum, this course unit promotes the understanding of the meaning of curricular development in the context of education, responsible for defining, framing and featuring some of their elements, this is during the lective pratice.

Curriculum development
Learning context

Students are expected to become familiar with the definitions of the curriculum but to know how to apply them, in a consistent manner, to the procedural praxis of the same curriculum, ie. in certain stages of the curricular development. Distinguishing and featuring the levels of intervention and the different phases of the development curriculum, students should be able to situate them in different learning contexts. Finally, students should also be able to distinguish, both in theory and in practice, the functions of creating a curriculum and applying it in the field.

(1) Concepts of curriculum and curricular development;
(2) Phases of curricular development;
(3) Process of curricular development in situation;
(4) Curriculum and the diversity of learning contexts.

 Bobbitt, John Franklin (1.ª ed. 2018/trad.2004). O Currículo. Lisboa: Didáctica Editora.
Doll, Ronald C. (1992). Curriculum Improvement – decision making and process. Boston: Allyn and Bacon.
Gaspar, Maria Ivone & Roldão, Maria do Céu (2007). Elementos do Desenvolvimento Curricular. Lisboa: Universidade Aberta.
Goodson, Ivor F. (2001). O Currículo em Mudança - estudos na construção social do currículo. Porto: Porto Editora.
Ornstein, Allan C. & Hunkins, Francis P. (2004). Curriculum, Foundations and Issues. Boston: Pearson Education, Inc.
Pacheco, J. A. (2005). Estudos Curriculares. Para a compreensão crítica da educação. Porto: Porto Editora.
Paraskeva, João M. (2007)- org.  Discursos Curriculares Contemporâneos. Lisboa: Edições Pedago.
Ribeiro, António Carrilho (1990). Desenvolvimento Curricular (1.ª edição). Lisboa: Texto Editora.
Roldão, Maria do Céu (2003). Diferenciação curricular revisitada. Porto: Porto Editora.
Ruiz, Maria José  (2005). Teoria del Curriculum: Diseño, Desarrollo e Innovación Curricular. Madrid: Editorial Universitas, S.A.
Silva, Tomaz Tadeu (2000). Teorias do Currículo. Porto: Porto Editora.
Slattery, Patrick (1995). Curriculum Development in the Postmodern Era. New York: – Garland Publishing. Inc.
Tanner, Daniel and Tanner, Laurel (2007). Curriculum Development  theory into practice. 4th ed. New Jersey: Pearson Education.

E-learning (fully online).

Evaluation is made on individual basis and it involves the coexistence of two modes: continuous assessment (60%) and final evaluation (40%). Further information is detailed in the Learning Agreement of the course unit.

Reading comptence in English and basic IT competences are required. Students are encouraged to complete the coursework on time, and to participate in discussions in order to offer a firm and constructive contribution.