Overall objectives:

0 - Being this a CU of the 2nd semester, after working the 2 CU of the specialty, it intends to confront curricular policies with innovation, hoping that students will be able to:
1 - Recognize the role of supranational political agencies in the national curricular policy: the travelling policies;
2 - Critically analyze the programs of Government (Constitutional and RAM?s) for the field of curriculum, in conjunction with the Constitution, RAM?s Political-Administrative Statute and the Education System Act;
3 - Detect the pressures on innovation, using a systemic approach;
4 - Recognize the basic choices and values that are on the basis of a curricular project;
5 - Distinguish between stated intentions at the macro level of curricular policy and the micro level of its operationalization;
6 - Develop competencies, skills and research methods based on a critical and prospective view;
7 - Develop communication skills with peers and academic community.

Syllabus:

1 - Local, regional, national and supranational curricular policies: what space for innovation in the travelling policies?;
2 - Ideological, formal and operational curriculum; power spheres that affect curriculum decisions;
3 - Planning, implementation and evaluation of educational policies;
4 - Who defines policy? Levels of political decision at educational level; State official discourse and curricular practices;
5 - For whom? Centralization and decentralization, regionalization and flexibility; education openness;
6 - To which aim? Substantiation of curricular policies;
7 - What? Government programmes and legislative measures;
8 - In which context? The political dynamics and the challenges of globalization and postmodernity;
9 - What kind of pressure and constraints to pedagogical innovation? The systemic approach.

Literature/Sources:

Ball, S. J. , 2012 , Global education: new policy networks and the neo-liberal imaginary , London: Routledge
Bascia, N. et al , 2014 , Teachers, Curriculum Innovation and Policy Formation , Curriculum Inquiry
CERI , 2016 , 21st century learning: Research, Innovation, and Policy. Directions from recent OECD analyses ,
Karkkainen , 2012 , Bringing about Curriculum Innovations. OECD Education Working Papers , OECD Publishing
Pacheco, J. A. , 2005 , Políticas Curriculares , Porto: Porto Editora
Priestley, M. , 2012 , Curriculum for Excellence: transformational change or business as usual? , Interacções
Robertson, S. L. et al. (Eds.) , 2016 , Global Regionalisms and Higher Education: Projects, Processes, Politics , Cheltenham: Edward Elgar
Schiro, M. S. , 2008 , Curriculum Theory. Conflicting Visions and Enduring Concerns. , LA: Sage
White, R. , 2013 , Curriculum Development, Innovation and Reform , London: Nova

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
Besides the theoretical exposition by the teacher, the work methodology requires a high participation of doctoral students in the search of information, in pairs or in groups, through reading and reflection of government programmes, political measures, reports produced, and / or consultation of the European Commission, the Ministry of Education and Regional Secretary of Education?s sites, as well as through interviews to policy makers for national or regional education. This course is also based on the discussion and presentation of studies and legislation produced by the students to other members of the class, using effective methodologies based on the scenario planning technique, so that everyone may have some knowledge about the study worked. In addition to participating in the activities inside or outside the classroom (30%), students must submit an individual written work where they discuss the possibilities of innovation in the curricular policies (70%).