Correntes Contemporâneas de Educação

Learning objectives
Relate the concepts of education, pedagogy and social and educational intervention Characterize contemporary society in its social, cultural, educational and economic dynamics Relate the pedagogical-social knowledge with educational practices from various contexts of intervention Reveal new attitudes and values for a socio-pedagogical intervention committed to individuals / groups Reveal social skills through participation in small and large groups Organize a portfolio with documentation on the present meaning of Education Demonstrate knowledge of current issues of Education Show competences in the development of a society respecting human rigths Understand and relate the different concepts that make up the theoretical support of Education for Peace Evidence synthesis and critical thinking abilities

Syllabus
1.New challenges for Education 2.New paradigms of Education 3.New ways of learning and learning environments 4.Educationnal dilemmas and challenges in the knowledge society and social and educational intervention 5.Education Contemporary Current 5.1.Education and Knowledge Society 5.2.Education and Participation 5.3.Education and Communication 5.4.Education and Educational Teams 5.5.Education and Culture of Peace

Teaching methodologies (including evalution)

Students will be provided with a set of texts and other learning resources in order to analyze, discuss and draw conclusions about current issues of the School, the Education and Social Education role. The teacher will always be the pivot (OT) and the mediator of learning. The student or teacher will be responsible for the final synthesis and discussion of the thematics in study. All the work will be enriched by literature search and study succeeded in autonomous student work. There is an investment in the development of a socio-educational research methodology that promotes asking questions, seeking information and develop mutual aid at work in small or large group, as well as creating an enabling environment for open discussions in class fostering learning both those who listen and those who expose their viewpoints, welcoming diverse opinions. 30% continuous assessment - participation/involvement of students; 70% portfolio of the course.

Essential Bibliography (including ISBN)

AZEVEDO, J. (Coord.), (2007), Como vamos melhorar a Educação em Portugal. Novos compromissos sociais pela Educação, in "Debate Nacional Sobre a Educação" - Relatório Final. CARNEIRO, R. (2003), Fundamentos da Educação e da Aprendizagem. 21 Ensaios para o Século XXI. Vila Nova De Gaia, Fundação Manuel Leão. CARNEIRO, R. (2004), A Educação Primeiro, Vila Nova De Gaia, Fundação Manuel Leão. CARVALHO, Adalberto Dias (org.), (2003), Sentidos Contemporâneos da Educação, Porto, Edições Afrontamento. CID, X. et al. (2001). Valores transversales en la prática educativa. Madrid: Síntesis ESCLAPEZ, T. (2008). La enseñanza que no se ve. Educación Informal en el siglo XXI. Madrid: Narcea. GONCALVES, D. (2006). Exclusão : poscrição ou excepção?.Cadernos de Estudo. Porto: ESE de Paula Frassinetti. N.º 3, p.25-32 JARES, X.R. (2006). Educación para la convivencia. Barcelona: Graó VIDAL, Alípio Sánchez, (2007), Manual de psicologia comunitaria: un enfoque integrado, Madrid, Pirâmide.