Subject: Traditional Theories of Curriculum

Scientific Area:

Education

Workload:

27 Hours

Number of ECTS:

7,5 ECTS

Language:

Portuguese

Overall objectives:

Since this doctoral program initiated the study of Curriculum with the CU of Critical and Post Critical Theories, as a fundamental course, this CU, as optional, gives the student the possibility of critically understanding the origins of curricular studies, from the deconstruction of their traditional theories. For this, the PhD student should be able to:

1. Contextualize the first curriculum studies;

2. Analyze the curriculum based on the tayloristic theory;

3. Understand the obsession with the objectives;

4. Relate the objectives with the assessment, being aware of different models of evaluation and assessment;

5. Problematize the neutrality of curriculum;

6. Develop competencies, skills and research methods based on a critical view;

7. Develop communication skills with their peers and the remaining academic community.

Syllabus:

The syllabus aims to raise the awareness of students to the issue of instruction and its organization, as the almost exclusive concern of the traditional theories of curriculum. Starting with the classical theories of the curriculum, the programme develops according to the historical progressions of education, from the plans of studies in which the contents started to be organized, to dive into the various teaching methods and techniques within the New School movement.

The emergence of the first studies of curriculum, as background, has the theory of scientific management and the fragmentation of knowledge, with division by ages, classes and times, in the framework of Modernity. The technological, linear or circular, curriculum brings the obsession with objectives and their previous definition and connection with the evaluation. The problematization of the neutrality of the curriculum as an objective will be present across all contents, giving rise to a critical view of them.

 

Literature/Sources:

Bobbitt, F. (1918). The curriculum. Boston: Houghton Mifflin.

Brent, A. (2016). Philosophical Foundations for the Curriculum. London: Routledge.

Dewey, J. (1902). The child and the curriculum. Chicago: University of Chicago Press.

Lopes, A. C. & Macedo, E. (2011). Teorias de currículo. São Paulo: Cortez.

Moreira, A. F. & Silva Júnior, P. M. (2016). Currículo, Transgressão e Diálogo: quando outras possibilidades se tornam necessárias. Revista Tempos e Espaços em Educação, 9 (18), 45-54.

Pacheco, J. A. (2006). Currículo: teoria e práxis. Porto: Porto Editora.

Pinar, W. et al. (2008). Understanding Curriculum. An Introduction to the Study of Historical and Contemporary Curriculum Discourses. New York:

Roldão, M. C. (2011) Um Currículo de Currículos. Chamusca: Edições Cosmos.

Silva, T. T. (2007). Documentos de identidade: uma introdução às teorias do currículo. Belo Horizonte: Autêntica.

Tyler, R. (1949). Basic Principles of Curriculum and Instruction. Chicago: University of Chicago Press

Assesssment methods and criteria:

Regarding the assessment of student learning, his/her evaluation is based on the capacity for autonomous search of information, theoretical foundation and a formal submission of a written individual work on a particular model, or a particular curriculum specialist of the first generation of curriculum studies, subject to the following criteria and weightings, known previously:

1. Prerequisite necessary for a positive assessment: spelling and syntactical correction (4 points);

2. Theoretical background demonstrative of reading original texts (6 points);

3. Decision-grounded critical position (5 points);

4. Academic style of formal article (5 points).