Fundamentos Conceptuais das Práticas em Educação

Learning objectives
Recognize the need of a multi-subjects approach in Education Identify the most important problems surrounding the teaching Know the legal and institutional framework ruling the Basic System and specially the educational Institutions Characterize the role of the professional involved having in consideration the general profile of the professional involvement of the earliest childhood educator and of the Basic and Secondary Teacher as well as the specific involvement of the earliest childhood educator and the teacher of the 1st cycle of Basic Teaching Show reflexive capacities in front of difficult situations establishing a relationship between cause- effect Characterize the function of the different co-partners , management and school administration namely the parents involvement Identify the competences of the investigator teacher Identify the principles and strategies of implementing the cooperative learning

Syllabus
I-Educational Science 1-Concept of Education 2-The most important problems surrounding the educative process II-legal and institutional framing of Basic Education 1-Basic law of the educational System 2-The management model and school autonomy 2.1.Function of the co-partners 3-The general profile of the professional fulfilment due to the Childhood educator and to the teachers of Basic and Secondary Teaching System III- The professional in education 1-Directed back work of the function performed by the professional along times 2-The formation of professionals in education 3-the teacher/investigator 4-The teacher /educator as a reflexive professional IV- The cooperative learning 1-Principles and practices

Teaching methodologies (including evalution)

-Theoretic exhibition of contents -Search and analysis of relevant documents in the area of Education Science -Analysis and debate of different educational situations giving the students the competences to smooth the study of methodologies of educative intervention. -Practices of reflection based and articulated in practical situations helping in the process of growing both individual and professionally and in the development of a reflexive knowledge. The evaluation will be done over a group work (40%) on a theme related to the syllabus, in classes determined for an independent work done by the student and the due oral and written presentation. The oral presentation will take place in the hours of contact, being required the individual performance of each student in that very moment. After each presentation there will be a debate and discussion in the class .The individual test (60%) will evaluate the attained knowledge

Essential Bibliography (including ISBN)

Alarcão, I.(2001).Professor- investigador:Que sentido?Que formação?In: Campos, Bártolo Paiva(org.).Formação profissional de professores no ensino superior.Porto: Porto Editora.p.21-30.ISBN 972-0-34251-X Carvalho, R.(1996).História do ensino em Portugal. Lisboa,Fund. Calouste Gulbenkian Formosinho ,J (1987).Quatro Modelos Ideais de Formação de professores :o modelo empiricista,o modelo teoricista,o modelo compartimentado e o modelo integrado. As Ciências da Educação e a Formação de Professores. Lisboa. GEP-ME.p.82-106 Freitas,L.V. de & Freitas, C.M.V.de(2003).Aprendizagem cooperativa.Porto:Ed.Asa(Col. Guias práticos). ISBN 972-41-3203-X Nóvoa, A.(2002).Formação de Professores e Trabalho Pedagógico. Lisboa:Educa. Pires, E. L.(1987), Lei de bases do sistema educativo. Porto: Ed. Asa. ISBN 972-41-0786-8 Perfil geral e específico de desempenho profissional do Educador de Infância e do Professor dos Ensino Básico e Secundário(Dec.-Lei nº 240 e 241/2001 de 30 de Agosto).