| Code |
18037
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| Year |
1
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| Semester |
S1
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| ECTS Credits |
4
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| Workload |
TP(45H)
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| Scientific area |
Educação
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Learning outcomes |
1. Examine the concept of curriculum, understanding its complexity and educational implications;
2. Analyze the main paradigms and curriculum models;
3. Reflect on the role of teachers in innovation, assessment, and curriculum management;
4. Analyze different perspectives of pedagogical intervention based on curriculum research in the area of Physical Education (PE) and the challenges of contemporary digital education;
5. Plan, implement, and evaluate DC projects;
6. Design and apply innovative, accessible, and inclusive digital educational resources;
7. Develop curriculum assessment strategies in the area of PE, aligned with learning objectives and principles of educational equity;
8. Communicate, in a reasoned and reflective manner, the processes and results of curriculum interventions in the area of PE;
9. Commit to ethical and deontological principles.
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Syllabus |
1. CURRICULUM AND CURRICULUM DEVELOPMENT
1.1. Fundamental concepts;
1.2. Curriculum paradigms and models;
2. SCHOOL AND CURRICULUM
2.1. Curriculum as a project;
2.2. Role of curriculum agents and structures;
2.3. Structure of the Portuguese education system and organization of the curriculum in primary and secondary education.
3. CURRICULUM DEVELOPMENT IN PHYSICAL EDUCATION
3.1. Epistemological and didactic-pedagogical specificity of Physical Education (PE) in the curriculum
3.2. Predominant curriculum models in PE
3.3. Differentiation, flexibility, and curriculum integration;
3.4. Curriculum articulation and interdisciplinarity;
4. PROCESSES OF INNOVATION, EVALUATION, AND CURRICULUM MANAGEMENT IN PHYSICAL EDUCATION
4.1. Fundamentals and practices;
4.2. Inclusive education and curriculum adaptation in PE;
4.3. Curriculum innovation: evidence-based practices and interdisciplinary projects;
4.4. Digital Educational Technologies in PE
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Main Bibliography |
Chaplowe, S.G. & Cousins, J.B. (2017). Monitoring and Evaluation Training: A Systematic Approach. Thousand Oaks: Sage Kelly, (2009). The curriculum: Theory and practice. Sage Publications
Onofre, M. (2018). A qualidade do ensino da Educação Física para o envolvimento ativo dos alunos. In F. Veiga (Coord.) O Ensino na Escola de Hoje. Teoria, Investigação e Aplicação (pp.343-382). Climepsi Editores
Pacheco, J. A. (2019). Inovar para mudar a Escola. Porto Editora
Roldão, M., & Almeida, S. (2018). Gestão Curricular — Para a autonomia das escolas e professores. Direção-Geral da Educação
Ruiz, J. M. (2005). Teoria del curriculum: diseño, desarrollo e innovación curricular. Editorial Universitas
Syomwene, A. (2020). Curriculum theory. Characteristics and functions. European Journal of Education Studies 7(1), 326-337.
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Teaching Methodologies and Assessment Criteria |
Assessment is continuous and includes:
• Group assessment (50%): carried out over 5 classes, with 5 challenges proposed by the teacher, each addressing different aspects of the curriculum and curriculum development in Physical Education.
• Individual assessment (50%): based on a simulated case study constructed by the student. Based on this case, the student develops the work in two parts:
o Critical essay – problematization of the concept of curriculum, legislative framework, reflection on curriculum models, and reflection on the role of the teacher in innovation, assessment, and curriculum management.
o Practical application – planning of a PE teaching unit in line with PASEO, DL 54/2018, and DL 55/2018, integrating the Essential Learning Outcomes for PE (AE EF), the School Educational Project, and the School Group Curriculum Project, including innovative digital resources and equitable and inclusive assessment strategies.
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Language |
Portuguese. Tutorial support is available in English.
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