Curriculum, Teaching and Evaluation
Objectives
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
Code
02103010
Credits
5.0
Responsible teacher
Sílvia Maria Cândido de Almeida
Hours
Weekly - 3
Total - 140
Teaching language
Portuguese
Prerequisites
Available soon
Bibliography
Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique. Rowman & Littlefield.
Bernstein, B. (1990). Class, codes and control: The structuring of pedagogic discourse, vol. iv. Routledge.
Pelletier, G. (Org.) (2001). Autonomie et décentralisation en éducation: entre projet et évaluation. AFIDES.
Stufflebeam, D. L. & Coryn, C. L. (2014). Evaluation theory, models, and applications (2nd Edition). Jossey-Bass.
Young, M. (1998). The Curriculum of the Future. From the ‘New Sociology of Education’ to a Critical Theory of Learning. Falmer.
Teaching method
Classes are organized into theoretical and practical sessions. Theoretical sessions are oriented towards the exposure of the syllabus of the curricular unit, associated with audiovisual resources and articulated with questioning in order to facilitate students' critical participation. Practical classes operate in a flipped classroom format, supported by previously distributed texts. These classes are based on active techniques, to facilitate the mobilization of knowledge acquired in theoretical classes. Classes are oriented towards debate and problem solving, individually or in groups, enabling theoretical and methodological questioning, as well as cooperative learning.
Evaluation method
1. Oral presentation/discussion, in a group (20%), of a text proposed in the lesson planning and respective reading sheet, in a group (20%);
2. A final, individual research work on the application of a curricular evaluation model (60%).
Subject matter