Curriculum Studies – Teacher training and cross-sectional subjects B65

CURRICULAR STUDIES
Teacher training and cross-cutting subjects
Curriculum Studies are an area of research that is developing dynamically at Pedagogical University. The Faculty of Education and Psychology Sciences (FACEP) created in 2012 a PhD in Education/ Curriculum and, since that time, teachers and students are committed to producing reflections and research relevant to the development of curricula that lead to an improvement in the quality of education in Mozambique and the world. The lines of research have been oriented towards the development of topics such as: Theories and Curricular Development; Educational Policies; Curricular Reforms; Curricular Management; Teacher training; Curriculum, Post-Modernity, Cultural Studies and Post-Colonial Studies; Curriculum and New Technologies; Curriculum, interdisciplinarity, transdisciplinarity and complexity; Curriculum and Sustainable Development; Curriculum Reforms, Educational Evaluation.
Among several subjects previously mentioned, this book results from the compilation of Research on the "Training of Teachers and Cross-Sectional Affairs".
The authors focus on subjects related to teacher training, launching their points of view resulting from studies made, observations, readings and analyses, in a unanimous perspective of contributing to the improvement of teacher training and quality of knowledge building, as well as the teaching and learning of transversal themes.
Teacher training is addressed by addressing both more particular methodological and strategic aspects, as well as philosophical, political, ideological, social and cultural aspects. Teacher training cannot overlook the cross-cutting aspects and, for this reason, the introduction of Cross-Sectional Themes was necessary to address the main social, cultural, economic and environmental issues that concern the Human Being at the beginning of the 21st century.
The introduction of Cross-Sectional Themes was motivated by the perception that the contents classically addressed in the disciplines were not allowing the various current phenomena to be explained, nor even to provide solutions to the problems that are outside the school, related to situations such as citizenship, violence, social, linguistic and cultural inequalities, the violation of human rights, among others.