Pedagogia Intercultural, Migrações e Cidadania

Learning objectives
1. The student analyses, problematises and defends the undoubtable multicultural reality that is the world where we must live. 2. Manages to understand the need and aims for a critical and reflexive focus on this universe charaterised by cultural diversity. 3. Acquires the capability to assume, present and defend a truly intercultural stance; thus advocating the need for a pro diversity and pro human rights education, to be understood as societal development. It enables the students to reflect and understand the challenges imposed on them by their own society. Allowing them to have knowledge of the different approaches and solutions that, depending on ideological and political perspectives, can be applied in this mutating society. It provides the students with reflective tools to be able to build an intervention (at educational level first) in the multicultural reality in a way that is scientific, autonomous and deeply inclusive of diversity.

Syllabus
1. Introduction: the concept of culture 1.1. Cultural diversity 1.2. Culture: dynamic and constructive process 1.3. Analytics of the present 2. Multicuturality phenomenon: origins, basis and perspectives 2.1. History political, economical and social cultural factors 2.2. Universality/plurality 3. Intercultural pedagogy: scope, concepts and objectives 3.1. Policies, models and programmes of/in multiculturality 3.2.Research contexts 3.3. Intercultural competences 3.4. Training of agents from interculturality: intercultural mediation 4. Human Rights as the basis of interculturality 5. Education and Development

Teaching methodologies (including evalution)

- Presentation; Debate; Document analysis; Individual work; Simulation; Group work; Case studies. Active methodologies will be used in the development of knowledge undertaken by the student, with the teacher acting as a facilitator and personal tutor for contents and strategies of work/research. Work to approach specific programme topics will be conducted (teacher presentation and documentation), in tandem with research and discussion led by the student/group (debate, individual work, group work and analysis of case studies). The methodology is characterised by a strong formative element as a means to provide apropriation, discussion and renewal of the knowledge being acquired and interiorised. - Evaluation: Participation in academic activities/research (essays, forums, autonomous work) (50%), Individual work (50%)

Essential Bibliography (including ISBN)

ABDALLAH-PRETCEILLE, Martine (2001): La educación intercultural. Barcelona, Idea Books. AGUADO, Teresa (2003): Pedagogía intercultural. Madrid, McGraw-Hill. ISBN: 84-481-3975-5 CORTESÃO, L.; STOER, S. (1999): Levantando a pedra. Da pedagogia inter/multicultural às políticas educativas numa época de transnacionalização. Porto, Ed. Afrontamento. ISBN: 972-36-0499-X GOMES, Miguel Prata (et al.) (2013): Violence Prevention and Resilience Promotion in Schools. Report about the international research project Strong - Supportive Tools for open-minded, and non-violent Grassroots work in schools. Freiburg: FEL-Verlag. ISBN 3932650413 GOMES, Miguel Prata (et al.(2011) "Problématisation de l'interculturalité en partant d'une experiénce problématique" in Revista Itinerários de Filosofia da Educação (Univ. Porto), nº10, 2º semestre 2011. Porto, Ed. Afrontamento, pp. 33-51. SALES, A.; GARCÍA, R. (1997): Programas de educación intercultural. Bilbao, Desclée De Brouwer. ISBN: 84-330-1258-4