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Books on the topic 'Curriculaire'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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1

Jonnaert, Philippe, Renato Opertti, and Mohamed Moussadak Ettayebi. Logique de compétences et développement curriculaire: Débats, perspectives et alternative pour les systèmes éducatifs. Harmattan, 2008.

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2

Ribeiro, António Carrilho. Desenvolvimento curricular. Texto Editora, 1990.

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3

Reinschmidt, J. S. Curricular revision. OHSU School of Medicine], 1997.

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4

Lucarelli, Elisa A. La regionalización curricular. Secretaría General de la Organización de los Estados Americanos, 1990.

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5

Affairs, Oregon State University Office of Academic. Curricular procedures handbook. Office of Academic Affairs, Oregon State University, 1994.

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6

Markee, Numa. Managing curricular innovation. Cambridge University Press, 1997.

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7

Council, Northern Ireland Curriculum. Cross-curricular themes. Northern Ireland Curriculum Council, 1989.

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8

Llavador, Francisco Beltrán. Política y reformas curriculares. Universitat de València, 1991.

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9

Lopes, Alice Casimiro. Políticas de integração curricular. Ed. UERJ, 2008.

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10

Shuler, Scott C. Making arts education curricular. Music Educators National Conference, 1990.

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11

Implementing cross-curricular themes. David Fulton, 1994.

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12

Hartlep, Nicholas D., and Daniel P. Scott. Asian/American Curricular Epistemicide. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-639-2.

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13

Filho, Luiz Maranhão. Comunicação: Uma análise curricular. Editora Universitária UFPE, 1996.

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14

Descentralización universitaria y procesos curriculares. Universidad de Guadalajara, 2010.

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15

Doll, Mary Aswell. Triple takes on curricular worlds. State University of New York Press, 2006.

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16

Lawrence, K. William. Curricular identity and parental choice. [University of Surrey], 1995.

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17

Wilfried, Decoo, Colpaert Jozef, and Stepanyan Alla, eds. L' enseignement curriculaire des langues étrangères: Echanges INTAS. Van In, 1997.

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18

Germain, Bertrand, Gervais Armand, Lefort Therese, Morrissette Marie-Therese, and Théorêt Richard, eds. Français : Plan curriculaire - 9e année - niveau général / Germain Bertrand...[et al]. 1985.

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19

Borsani, Maria Jose. Adecuaciones Curriculares. Novedades Educativas, 2005.

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20

Lineamientos curriculares. Universidad Santo Tomás, 2008.

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21

MARTINS, D. M., and Y. G. A. S. MATEUS, eds. Ensino de História local / regional: abordagens e práticas. Dictio Brasil, 2021. http://dx.doi.org/10.35417/978-65-86953-23-7.

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Este livro digital reúne trabalhos sobre ensino de História local/regional no que concerne a pesquisas, abordagens e práticas pedagógicas desenvolvidas no contexto da Educação Básica. A proposta se justifica pelo fomento ao debate acerca dessa temática no cerne de políticas curriculares globalizantes, como o Exame Nacional do Ensino Médio (Enem) e a Base Nacional Comum Curricular (BNCC). Nesse panorama, é fundamental problematizar a História não apenas como instrumento de contextualização dos aspectos da História nacional, mas, sobretudo, em uma perspectiva na qual a História local/regional contemple a diversidade brasileira.
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22

Disseny curricular. Generalitat de Catalunya, Departament d'Ensenyament, 1989.

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23

Instituto Superior de Ciências da Educação de Luanda., ed. Reforma curricular. Edições Kulonga, 2002.

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24

Plan Curricular. USTA - Universidad Santo Tomás, 1987.

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25

Latta, Margaret Macintyre. Curricular Conversations. Routledge, 2013. http://dx.doi.org/10.4324/9780203804018.

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26

d'Ensenyament, Catalonia (Spain) Departament, ed. Disseny curricular. Generalitat de Catalunya, Departament d'Ensenyament, 1990.

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27

Unknown. Proyecto Curricular. UNKNOWN, 1999.

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28

Banks, William P., and John Pruitt, eds. Curricular Innovations. Peter Lang US, 2019. http://dx.doi.org/10.3726/b13190.

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29

Barnes, Anthony. Cross-curricular Theme Pack Five (Cross-curricular). Pearson Publishing, 1993.

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30

Thompson, Ian. Cross-curricular Theme Pack Two (Cross-curricular). Pearson Publishing, 1993.

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31

Harrison, Jenny. Cross-curricular Theme Pack Three (Cross-curricular). Pearson Publishing, 1993.

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32

Edwards, Janet. Cross-curricular Theme Pack One (Cross-curricular). Pearson Publishing, 1993.

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33

Díaz Villa, Mario, Walter Humberto Moreno Gómez, Andrea Palomino Salcedo, et al. Problemas del campo curricular en América Latina. Editorial Universidad Santiago de Cali, 2017. http://dx.doi.org/10.35985/9789588920795.

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Este volumen es el resultado de un trabajo colectivo del proyecto de investigación titulado El currículo en la Educación Superior en América Latina (Código de Radicación DGI-COCEIN-N° 313-621014-014). El proyecto fue desarrollado por miembros del grupo Ciencias de la Educación, Educación Superior y Conceptos (CIEDUS), adscrito al Centro de Estudios e Investigaciones Santiaguinas (CIPESA) de la Universidad Santiago de Cali. En el volumen se recogen resultados de la investigación sobre el campo curricular en América Latina y se abordan, de manera comparativa, aspectos curriculares de programas de formación de algunos países de la región.
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34

Aran, Artur Parcerisa. Materiales Curriculares - 105. Grao, 1999.

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35

Kirby, Mike. Cross-curricular Study Materials Pack Two (Cross-curricular). Pearson Publishing, 1996.

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36

Kirby, Mike. Cross-curricular Study Materials Pack Three (Cross-curricular). Pearson Publishing, 1996.

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37

Kirby, Mike. Cross-curricular Study Materials Pack Four (Cross-curricular). Pearson Publishing, 1996.

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38

Kirby, Mike. Cross-curricular Study Materials Pack Five (Cross-curricular). Pearson Publishing, 1996.

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39

MUCH, L. N., F. G. CENTA, and K. KRÜGER, eds. Novo Ensino Médio: desafios administrativos, estruturais e pedagógicos para sua implementação. Libroe, 2020. http://dx.doi.org/10.35417/978-65-991247-2-3.

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A Lei 13.415, aprovada em 16 de fevereiro de 2017, introduziu importantes alterações na legislação educacional vigente em nosso país, principalmente no que se refere à etapa do Ensino Médio. Entre as determinações propostas, ela alterou artigos da Lei de Diretrizes e Bases da Educação Nacional (Lei 9394/96) e ainda inclui nela o novo artigo (35-A), que apresenta orientações específicas para a organização curricular do Ensino Médio. O artigo 35-A da LDB enfatiza que os direitos e objetivos do Ensino Médio serão definidos pela Base Nacional Comum Curricular (BNCC) e que o novo currículo para esta etapa de escolaridade deverá ser organizado em duas partes distintas, uma de formação geral básica (parte comum em todo o território nacional), responsável por trabalhar um conjunto de competências e habilidades que deverão aprofundar e consolidar as aprendizagens essenciais; e outra parte composta por itinerários formativos (parte diversificada), onde o estudante definirá seu percurso formativo, escolhendo, a partir de seus interesses, uma ou mais Áreas Curriculares para aprofundar seus conhecimentos, ou então, optar por uma formação técnica profissional, se assim desejar.
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40

Les réformes curriculaires: Regards croisés. Presses de l'Université du Québec, 2004.

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41

Indicadores de Logros Curriculares: Hacia una Fundamentación: Lineamientos Curriculares - documentos. Cooperativa Editorial del Magisterio, 1996.

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42

Elsom, D. Interviews (Cross-curricular). Pearson Publishing, 1997.

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43

Roberts. Cross Curricular Reader. St. Martin's Press, 2000.

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44

Tilley, Graham. Cross Curricular Issues. Longman, 1991.

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45

Moore, Robin D., Juan Agudelo, Katie Chapman, et al. Sample Curricular Models. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190658397.003.0014.

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By examining degree plans and conducting interviews with faculty and students at various national and international institutions, the authors of this chapter have generated four curricular models that suggest how existing degree plans and/or core music courses might be productively modified. The enhanced core model (1) aims to broaden the scope of existing curricula by emphasizing more diverse, cross-disciplinary content. The pluralist model (2) requires students to diversify their focus during their first two years of study in order to incorporate a greater degree of critical thinking, creative engagement, and broad skill sets into the major. The integrated model (3) emphasizes music making as the primary mode of learning basic skills and reduces overall requirements by combining courses such as ear training, music theory, and keyboard skills into a single class. Finally, the capstone model (4) demonstrates how self-directed and highly individualized projects can be incorporated into degree plans.
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46

Parâmetros Curriculares e Literatura. Contexto, 1999.

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47

various. Aspectos Basicos y Curriculares. Ceac, 1998.

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48

Abate, Stella Maris, ed. Textos curriculares en contexto. Editorial de la Universidad Nacional de La Plata (EDULP), 2020. http://dx.doi.org/10.35537/10915/105001.

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En este libro se presentan específicamente temáticas actuales que ayudan a identificar distintos textos para comprender e intervenir en el complejo campo del curriculum. Así también se realiza un breve recorrido por conceptos e ideas centrales que configuran la primera parte de la cursada de Teoría y Desarrollo del Curriculum.
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49

Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes. Emerald Publishing Limited, 2016.

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50

Wankel, Laura A., and Charles Wankel. Integrating Curricular and Co-Curricular Endeavors to Enhance Student Outcomes. Emerald Publishing Limited, 2016.

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