Ética e Deontologia na Docência

Teacher Responsible: Luís Miguel Prata Alves Gomes
2º Ano | 1º Semestre
Learning objectives
-Students will develop the skills that enable them to solve practical cases based on reasoning and a thorough analysis of the ethical issues involved. -The construction, discussion and resolution of educational / professional cases / ethical dilemmas prepares, trains and develops theoretical and practical skills. These skills will enable these students, when faced with practical problems in their profession, to solve them based on an ethical perspective. -Daily life practice of education / teaching brings out ethical dilemmas in professional practice. -Show the construction of a practical wisdom (questioning of decision methodology) when solving each case (demand, list and handle information in order to take a decision, questioning their values and personal attitude). -Articulate conceptual reasoning operations, judgments and personal questioning, based on an ethical perspective.

1.Ethics as fulcrum of professional teaching 1.1.Differentiation and relationship between the concepts of "ethics", "morals" and "deontology". 1.2. Ethics universality, plurality of moral, deontological codes. 1.3.Dimensions involved in professional ethics: scoping the "ethical and deontological issues" in teaching. 1.4.Ethics and professional identity. 2.Personal and professional involvement in ethical dilemmas and decisions 2.1.Origin and manifestations of ethical problems and dilemmas that emerge from practice and decision-making (ethical, technical and legal levels). 2.2.Tensions, dilemmas and conflicts impact raised by "ethical issues" in teaching: education for empathy and decentration. 2.3.Emotions and feelings management in ethical dilemmas. The world of desire and limits in decision making. 2.4.Applied ethics: models and acting principles. 2.5.Ethics and professional practice: authority, discipline, curriculum management, school management training.

Teaching methodologies (including evalution)

Presentations, debates, document analysis, individual/group work, project, case studies and problems. Aiming to develop skills in critical analysis in education, through ethical dilemmas, potentiating a critical and reflective dialogue with the daily professional practice, the methodology mainly comprises role-play dynamics, moments for case discussions, sharing of researched knowledge researched and pondered personal experiences, practical exercises and group dynamics, in order to enhance an ethically sustained practical wisdom mirrored in teaching professional identity. Participation (20%), literature review on reference works (40%), written work / presentation / discussion (based on a professional ethical dilemma, student should evidence the construction of a practical wisdom when solving the case, articulating reasoning conceptual operations, judgments and personal questioning, based on an ethical perspective) (40%).

Essential Bibliography (including ISBN)

BAPTISTA, Isabel (2005). Dar rosto ao futuro. A educação como compromisso ético. Porto: Profedições. ISBN 972-8562-15-2 BANKS, Sarah & KIRSTEN, Nǿhr (coord.) (2009). Ética Prática para as Profissões do Trabalho Social. Porto: Porto Editora. ISBN 978-972-0-34858-6 ESTEVAO, Carlos V. (2012). Direitos humanos, justiça e educação na era dos mercados: os lugares da escola e o bem educativo. Porto: Porto Editora. ISBN 978-972-0-34904-0 SINGER, Peter (2002). Ética prática. Lisboa: Gradiva. ISBN 972-662-723-0 PRIETO, Xose Manuel Dominguez (2007). Etica del docente. Coleccion Sinergia. Salamanca: Editorial Mounier. ISBN 978-8821306426 DVD Free2Choose. Os limites da liberdade (ed. portuguesa). Projecto Aprender Direitos Humanos: passado e presente. http://direitoshumanos.up.pt/