Overall objectives:

1. - Identify the referents that support the concepts and definitions of curriculum development
2 - Distinguish phases, levels and framing factors of Curriculum Development
3 - Defines guiding principles of Curriculum Development based on educational paradigms
4 - Analyse critically the current legislation, as well as the curricular guidelines and curriculum matrix of the 1st CEB, defined by the Ministry of Education and the Education government of the RAM
5 - Know the possibilities related to the curricular offer that can be made available by schools
6 - To know the Curricular Programs and Goals of the 1st CEB of the different levels of education of the 1st Cycle of Basic Education
7 - To present proposals of organization and curricular management in the exercise of the autonomy of each school

Syllabus:

1.1 - Concept, definition and scope of Curriculum Development.
1.2 - Referents of concepts and definitions of Curriculum Development.
2.1 - Phases, levels and framing factors of Curriculum Development.
3.1 - Guiding Principles of Curriculum Development.
4.1 - Legislation and curricular guidelines of the Ministry of Education.
4.2 - Legal documents of the Regional Secretariat for Education: guidelines.
5.1 - Offer of curricular complement that can be made available by the schools.
5.2 - Distribution of the hours for the subjects of compulsory attendance and for the discipline of optional attendance.
5.3 - Organization and Distribution of the workload for Curricular Enrichment Activities.
6.1 - Programs and Curricular Goals of the 1st CEB.
6.2 - Disciplines of compulsory attendance: Portuguese; Mathematics; Middle study; Artistic and Physical-Motor Expressions; English.
6.3 - Support for the Study.
6.4 - The curricular transversality of TIC.
7.1 - Organization and curricular management in the exercise of the autonomy of each school, in face of different learning contexts.

Literature/Sources:

Alves, M. P. & DeKetele, J. M , 2011 , Do currículo à avaliação, da avaliação ao currículo , Porto Editora
Fino, C. N. & Sousa, j. M , 2007 , A Escola sob Suspeita , Edições Asa
Gaspar, M. & Roldão, M. , 2007 , Elementos do Desenvolvimento Curricular , Universidade Aberta
Pacheco, J. A. , 1999 , Componentes do processo de desenvolvimento do currículo , Livraria Minho
Zabalza, M. A , 1994 , A Planificação e Desenvolvimento Curricular na Escola , Edições Asa
Sousa, F.; Alonso, L.; Roldão, M. C. , 2013 , Investigação para um currículo relevante. , Almedina
Roldão, M. C. , 2003 , Gestão do currículo e avaliação de competências - As questões dos professores. , Editorial Presença
Roldão, M. C. , 2009 , Estratégias de Ensino. O saber e o agir do professor. , Fundação Manuel Leão

Assesssment methods and criteria:

Classification Type: Apr / Rep

Evaluation Methodology:
In a first phase, theoretical issues related to Curriculum Development are discussed, such as: concepts, guiding principles, through individual reading, analysis and discussion of ideas from texts referring to the proposed bibliography, in pairs, in groups and in groups. For this purpose, the teacher will use slides and bibliography referring to the themes in approach. It is essential to read and systematize existing legislation and curriculum guidelines to obtain the necessary mastery of the guidelines and make possible the operationalization of appropriate methodological suggestions for pedagogical intervention and the development of attitudes of critical reflection and questioning by the students. In addition to participating in classroom activities, students should present individual or group work related to the critical and reflective analysis of one of the legal documents analysed, in the light of theoretical assumptions and references defended.