Ética e Deontologia na Profissão Docente
2º Ano | 2º Semestre
It is intended for students to develop competences that make them capable of solving practical cases based on a deep reasonign and analysis of the underlying ethical questions.
Building, discussion and resolution of ethical cases/dilemmas in educational/professional domaines prepares, trains and develops students theoretical-practical competencies. These competences allow students to deal with practical issues on their professional from an ethical perspective.
Working from a daily practice of teaching makes ethical dilemmas emerge within the professional practice.
Highlight the building of a practical wisdom (methodology of problematising decision) in solving each case (seeks, identifies and handles the information needed to make a decision, taking into account their values and personal attitude).
Articulate conceptual reasoning operations, judgements and personal questioning in an ethical perspective.
1. Ethics as an axe of the teaching profession
1.1. Distinction and relation of "Ethics", "moral" and "Deontology"
1.2. The universality of ethics, plurality of morals, deontological codes
1.3. Dimensions underlying professional ethics: delimitation of "ethic and deontological questions" in teaching
1.4. Ethics and professional identity.
2. Personal and profissional implication in dilemmas and in ethical decisions.
2.1. Origin and manifestation of ethical problems and dilemmas from practice and decision making (tehcinal, legal and ethical levels).
2.2. the impact of tensions, dilemmas and conflicts arising from "ethical questions" in teaching: education for empathy and descentration
2.3. Management of emotions and feelings in ethical dilemmas. The world of desire and the limits in decision making processes.
2.4. Applied ethics: models and action principles
2.5. Ethics and professional practice: authority, discipline, curricular management, school management, professional training
Teaching methodologies (including evalution)Exposure, debate, document analysis, individual and work group, project, practical cases and problems.
With the purpose of developing competences in problematization in education through ethical dilemmas that are able to enhance a critical-reflexive dialogue with daily professional practices, the methodology includes especially role-play dynamics, spaces for debates on particular cases, shared knowledge researched by students and on personal experiences, practical exercises and group dynamics, aiming the building of a practical wisdom ethically informed and with impacts in professional practices.
Participation (20%), critical review on a reference piece of literature (40%), written paper/presentation/discussion (from a case or from an ethical dilemma in the professional arena, capable of showing a practical wisdom on the resolution of the case and articulating conceptual reasing, judgement and personal questioning in an ethical perspective) (40%)
Essential Bibliography (including ISBN)BAPTISTA, Isabel (2005). Dar rosto ao futuro. A educação como compromisso ético. Porto: Profedicoes. ISBN 972-8562-15-2
BANKS, Sarah & KIRSTEN, Nǿhr (coord.) (2009). Ética Prática para as Profissões do Trabalho Social. Porto: Porto Editora. ISBN 978-972-0-34858-6
ESTEVAO, C. V. (2012). Direitos humanos, justiça e educação na era dos mercados: os lugares da escola e o bem educativo. Porto: Porto Editora. ISBN 978-972-0-34904-0
SINGER, Peter (2002). Ética prática. Lisboa: Gradiva. ISBN 972-662-723-0
PRIETO, Xose Manuel Dominguez (2007). Etica del docente. Coleccion Sinergia. Salamanca: Editorial Mounier. ISBN 978-8821306426
DVD Free2Choose. Os limites da liberdade (ed. portuguesa). Projecto Aprender Direitos Humanos: passado e presente. http://direitoshumanos.up.pt/