Fundamentos Conceptuais das Práticas em Educação

Learning objectives
Recognize the need of a multidisciplinary approach in Education Identify the most important problems surrounding the teaching act Know the legal and institutional framework ruling the Basic System and specially the educational Institutions Characterize teacher professional role taking into account general and specific performance profiles of the kindergarten and Basic and Secondary Education teacher 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 Challenges and dilemmas for inclusive, equitable and quality education. Main issues surrounding the educational act II-Legal and institutional framing of Basic Education Basic law of the educational System The management and autonomy school model Function of the co-partners. Parental envolvement General and specific teacher professional profiles for childhood educator and primary and secondary education teacher III- The professional in education Retrospective of the education professional role over time Commitments and professional demands to teachers in contemporary schools The training of professionals in education The research teacher/the reflexive professional

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.pp.21-30.ISBN 972-0-34251-X Carvalho, R. (1996).História do ensino em Portugal. Lisboa:Fund. Calouste Gulbenkian. Perrenoud, P. (2002). A escola e a aprendizagem da democracia. Porto:ISBN:972-41-3014-2. Sá-Chaves, I. (2014). Novos saberes básicos de todos os cidadãos no século XXI, novos desafios à formação de professores. Renovar os saberes, transformar as práticas, mudar o mundo. In I. Sá-Chaves (Coord.), Educar, investigar e formar: novos saberes (pp.258-285). Aveiro: Universidade de Aveiro. Trindade, R. (2011). Currículo, equidade e qualidade: Entre o pragmatismo curricular e pedagógico e a necessidade de interpelação política das escolas. In C. Leite, J. A. Pacheco, A. Moreira & A. Mouraz, (Orgs.), Políticas, fundamentos e práticas do currículo (pp.70-79). Porto: Porto Editora.