Temáticas Contemporâneas da Educação

Teacher Responsible: Daniela Alexandra Ramos Gonçalves
2º Ano | 1º Semestre
Learning objectives
Acknowledge, select, connect and reflect about the educational practices grounding/root, starting on the education concept itself and by clearing the human being concepts that underlie the different educational paradigms State critical judgments about the educational purposes (in)adequacy owing to the current civilizational context - Knowledge Society and construction requirement of an educational project that follows the individual life cycle Identify different education issues, supporting the critical and creative pedagogical work that allows mental, epistemological and axiological boards' renewal, in order to fit the new educational challenges Feature new educational challenges, clarifying the several educational extents

1- Education Concept: its problematicity 1.1.Education concept polysemy 1.2. Education antinomian Conception 1.3 Contemporary Educational Challenges 2-Pedagogical currents: from Traditional Education to the New Educational Paradigms 2.1.Education purposes 2.2.Concepts of earning 2.3.Educational Environment Frame 2.4. Interveners' role on the pedagogical activity 3- Education Contemporary Themes 3.1. Education and knowledge Society 3.2. Education and teacher professionalism 3.3. Inclusive education 3.4. Education and Sustainable Development 3.5. Education and Social transformation 3.6. Education and Educational Teams

Teaching methodologies (including evalution)

We understand as primordial the development of a teaching and learning process based on the student's autonomy. The perforce diversified methods aim to endue the student of being able to search, analyze and apply meaningly data, to think over and communicate contents, whether individually, or in group. Therefore, the endeavor is that the students have, all along their schooling, a participative, active and critical role and that they develop a reasonable work and search autonomy. This curricular unit learning evaluation will follow the next items: Written test (40%)- it consists on thinking over the performed learning. Oral test (20%)- it consists in answers that are able to join and mobilize the knowledge. Work group (40%)- it consists on a written work that will exhibit in the classroom and will verse on a previous definite topic, under number 3 of the curricular unit, according predefined criteria.

Essential Bibliography (including ISBN)

AZEVEDO, J. (2016). Há Uma Brecha no Dique: ?Horizonte 2020?. Porto: Fundação Manuel Leão. CABANAS, J. M. Q. 2002. Teoria da Educação. Concepção Antinómica da Educação. Porto: Ed. Asa. ISBN 972-41-2813-9 DELORS, J. 2005. Educação, um tesouro a descobrir. Porto: Edições Asa. ISBN 972-41-1775-8. GONÇALVES, D. (2015). Problematizar a formação inicial dos professores: conhecer ser e agir. In Formação inicial de professores (pp. 304-313). Lisboa: CNE. Disponível em http://www.cnedu.pt/content/edicoes/seminarios_e_coloquios/LivroCNE_FormacaoInicialProfessores_10dezembro2015.pdf