Recommended Prior Knowledge

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Objectives

•To develop skills that promote a sustained knowledge of the historical-educational evolution of thought about the contemporary school,
understanding and contextualizing the historical-cultural diversity underlying different educational policies: Liberalism; the Estado Novo and
Democracy.
•To know the principles, challenges and constraints that arise in the current educational system and its main legal instrument: the
portuguese Basic Law of the Educational System (1986).
•To provide a critical reflection on the educational themes/problems faced in the complexity of the interaction between pedagogical ideas,
educational actors and school practices.
•To develop critical, reflective and sustained skills for citizen intervention, as the basis of a professional practice that intervenes in a
democratic society.

Teaching Methods

Teaching methodologies are structured around periods of theoretical presentation by the instructor, reflection and discussion activities led by the students, and active research into the topics under consideration. The aim is thus to promote dynamic classes that value interaction between faculty and students, mediated by knowledge-building processes and student initiative through proposals for resources that contribute to the development and acquisition of the competencies outlined in the curriculum and in line with the ESE/IPS_2023 Pedagogical Model.

Tutorial Support

Support is provided to students for the development of their assignments. In addition, specific tutorial sessions will be offered on the topics or issues that students wish to address in their respective assignments.

Participation in the learning process

In addition to valuing active, relevant, and assertive participation in class, it is equally essential to complete the various activities-individual and group assignments outlined in the course syllabus-that contribute to enriching the learning outcomes and the skills to be acquired.

Internship(s)

Não

Syllabus

1. Education as a social, historical and political process
1.1. Pedagogical thinking in the nineteenth and twentieth centuries
1.2 The public school model: from the twentieth century XVIII to the present day, reforms, setbacks and challenges
1.3 Liberal ideology and schooling – innovation and conservatism
1.4 The First Republic and the revolution in the education system : from subject to citizen
1.5 The Estado Novo and National Education (1930-1960): under the sign of the sacred workshop of souls
1.6 The new world of Democracy: from April 25, 1974 to the present: the public school as an instrument of democracy
2. Public policies and educational organization
2.1 Educational policies: spaces, actors and dynamics
2.2 Autonomy and participation: collaborative processes, school cultures and school educational project
3. The role of the teacher in the democratic school
3.1 Participation and citizenship
3.2 Being a teacher in a changing society: what knowledge? What skills?

Content Explanation

Teachers and educators must know the fundamentals of the system in which their daily practice is embedded. Therefore, they must know
the evolution, characterization and reality of the political system and the various forms of organization and administration of education, one
of the basic pillars of all democratic systems.
So, each teacher and educator is able to understand and intervene in the most varied situations of organization and administration of
educational establishments, taking into account the role of legal guidelines, the local context and their relationship with all other elements
involved in decision-making processes, organization and school administration.

Methodology Explanation

The areas of the history of education, school organization and citizenship, because they are chronologically very extensive and diverse in
their applicability, require students to contact recognized, credible and up-to-date sources of information for the knowledge, reflection and
analysis of the evolution of the educational system in general (in its diachronic and synchronic forms). In this way, they apprehend and
analyse the characterization of the current system of organization and administration of schools and equip themselves with tools for citizen,
civic and democratic intervention that, as professionals, they are expected to have in a local context or at a macro level.
The research work on syllabus themes and the mandatory sharing in their final presentation, allow students, in a reflective and reasoned
way, to expand on the questions foreseen in the syllabus.
It is hoped that at the end of this course, students will be able to demonstrate acquired skills in the following areas: (a) organisation and
management of information, demonstrating the appropriation and use of different concepts relevant to the issues in question; (b) production
of texts of varying dimensions and issues; (c) public presentation of work; (d) contextualisation of the learning proposed by the course in the
course and in the performance of their professional role.

Responsible Lecturer(s)

Cristina Maria Gomes da Silva - 2.º Semester

Bibliography

Sanches, M. F. C. (org.) (2007). Cidadania e liderança escolar. Porto Editora.
Nóvoa, A. (1995) As Organizações escolares em análise. Dom Quixote.
Nóvoa, A. (2022), Escolas e professores. Proteger, transformar, valorizar. SEC/IAT.
Pintassilgo, J. (2018). A Educação Nova em Portugal: Construção de uma “Tradição de Inovação”. História Caribe, XVIII (33).
https://doi.org/10.15648/hc.33.2018.4
Rodrigues, M. L. & Silva, P. A. (2013). Políticas públicas em Portugal. IN-CM/ISCTE–IUL
Silva, C. G. (2022). Escola pública em Democracia. Para quê? Sociologia: Revista da Faculdade de Letras da UPorto, XLIV.
https://doi.org/10.21747/08723419/soc44a2
Estratégia Nacional de Educação para a Cidadania
Aprendizagens Essenciais
Perfil dos Alunos à Saída da Escolaridade Obrigatória