Overall objectives:

1 - 1. Perspective curriculum history 2. Identify the situational definitions of curriculum theories 3. Distinguish traditional, critical, and post-critical curriculum theories 4. Analyse the social construction of curriculum 5. Prospecting the concept of pedagogy of difference 6. Problematize the concept of multiculturalism and curriculum 7. Recognize the role of educational policy in determining curriculum 8. To develop attitudes of critical analysis regarding the curriculum and the educational act.
2 - 1. The student should be able to relate the traditional views of the curriculum with the critical theories and post-critical, framing them historically 2. The student will define the various curriculum conceptions in view of the formal curriculum design as they realize that the pedagogy of difference relates to the acquisition of personal and intrapersonal in a global world 3. The student should be able to relate the levels and contexts of the curricular decision, with curriculum development.

Syllabus:

1 - Historical Perspective of Curriculum
2 - The prospect of Taylor
3 - Situational Definitions of Curriculum
4 - The sight of Michael Apple and Ivor Goodson
5 - The Pedagogy of Difference by Tomaz Tadeu da Silva
6 - The concept of Curriculum
7 - Curriculum as knowledge, power and identity
8 - Identity and Otherness
9 - Pedagogy of the difference
10 - Curricular theories
11 - Education and Curriculum
12 - Contexts and levels of curricular decision-making
13 - The Portuguese curricular organization

Literature/Sources:

Goodson, I. F , 2001 , O currículo em mudança. Estudos na construção social , Porto Editora
Pacheco, J. A. , 2005 , Estudos curriculares. Para a compreensão crítica da educação. , Porto Editora
Silva, T. T. , 2000 , Teorias Do Currículo- Uma Introdução Crítica , Porto Editora
Silva, T. T. (Org.). , 2000 , Identidade e Diferença. A perspectiva dos Estudos Culturais , Editora Vozes
APPLE, M. , 2001 , Educação e poder , Porto Editora
GOODSON, I. F. , 1997 , A construção social do currículo , Educa
APPLE, M. , 1999 , Ideologia e currículo , Porto: Porto Editora
FERNANDES, P. , 2011 , O Currículo do Ensino Básico em Portugal: políticas, perspetivas e desafios , Porto: Porto Editora
Dewey, J. , 2002 , A escola e a sociedade. A criança e o currículo. , Relógio D'Água
Gaspar, M. I. e Roldão, do C. R. , 2007 , Elementos do desenvolvimento curricular. , Universidade Aberta
Pacheco, J. A. (Org.) , 2008 , Organização Curricular Portuguesa. , Porto Editora
Kelly, A. V. , 1981 , O currículo: teoria e prática. , Harbra
Pacheco, J. A. (2001). , 2001 , Currículo: Teoria e Práxis. , Porto Editora

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The assessment methodology includes the completion of: 1. Group Work 1 - 25% 2. Group Work 2 - 35% 3. Exam - 40%, considering the Student Learning Regulation of the University of Madeira.