Curriculum, Teaching and Evaluation


This program has the following learning outcomes:

1) Identify and define curriculum theories;

2) Identify practices of curricular differentiation from a historical perspective and its relation with educational inequalities or equity;

3) Apply models of curricular development at the macro, meso and micro levels;

4) Analyze, evaluate and design curricular policies in a comparative perspective, at the macro (national and international policies), meso (regional and municipal policies) and micro (local policies and practices and school dynamics) scales of intervention;

5) Apply models of evaluation of curriculum development at the macro, meso and micro levels;

General characterization





Responsible teacher

Sílvia Maria Cândido de Almeida


Weekly - 3

Total - 140

Teaching language



Available soon


Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (rev. ed.). London: Rowman & Littlefield.

Bernstein, B. (1990). Class, codes and control: Volume IV, The structuring of pedagogic discourse. London: Routledge.

Gaspar, M. I. & Roldão, M. C. (2007). Elementos do desenvolvimento curricular. Lisboa: Universidade Aberta

Pelletier, G. (Org.) (2001). Autonomie et décentralisation en éducation : entre projet et évaluation. Montréal: AFIDES.

Stufflebeam, D. L. & Coryn, C. L. (2014). Evaluation theory, models, and applications (2nd Edition). San Francisco: Jossey-Bass.

Young, M. (2011). Curriculum Policies for a Knowledge Society? In Yates, Lyn & Grumet, Madeleine (Eds). World Yearbook of Education 2011: Curriculum in Today’s World: Configuring Knowledge, Identities, Work and Politics (pp. 125-138). London: Routledge.


Teaching method

The teaching methods used will be expositive, demonstrative, interrogative and active.

Evaluation method

Available soon

Subject matter

Curriculum or Curriculum Theories:

1.2 What is the curriculum?

1.2.1 Curriculum theories: the technical, practical and critical theories

1.2.2 Sociology of the curriculum. Young: "curriculum as fact" and "curriculum as practice"

1.2.3 Bernstein: pedagogical discourse

1.2.4 Socio-historical perspective of the curriculum: Goodson


2. Curriculum development: concept, levels, phases, models

2.1 Concept of curricular development and phases

2.2 Levels of curriculum development

2.2.1 Macro level: Curricular autonomy policies: history, current affairs

2.2.2 Influence of international policies

2.2.3 Meso level: projects of the school institution

2.2.4 Micro level: curricular action

2.3 Differentiation and curriculum development

2.4 Models of Curriculum Development


3. Curriculum development: Evaluation

3.1 Regulation and verification of student learning

3.1.2 Learning assessment tools

3.2 Regulation of the curriculum development

3.2.1 Curriculum evaluation models


Programs where the course is taught: