Contemporary Educational Theories and Dynamics

Recommended Prerequisites

Knowledge of History of Education.

Teaching Methods

It is aimed to combine the expository method for presentation and elucidation with the use of pedagogical practices based on student work. Thus. it will be encouraged the realization of review and/or research articles on a topic to be defined, the development of small work on the issues covered in class; preparing questions about the content of the classes; performing small summaries on topics addressed; reflection on the principles, ideological orientations, educational conditions and assumptions of the educational practices.

Learning Outcomes

This Curricular Unit is designed to provide a set of references that serve to exercise the educational reflection, from the thought of many educators and their interpellation considering the societal contexts that conditioned their production as well as the educational dynamics that have been reached and their relationship with the economic, social and cultural conditions.

Learning Outcomes

- To apply on educational reflection the knowledge of Contemporary History

- To relate the conditions of society with the educational dynamics in the same period.

- To distinguish pedagogical proposals of educational realities of the same period.

- To characterize the pedagogical thinking of different periods of modernity and contemporaneity.

- To demonstrate the importance of the ideas of the most important names in the history of contemporary pedagogy.

- To explain the main features of the political and educational institutions of contemporary societies.

Work Placement(s)

No

Syllabus

I - Society, education, pedagogy. Modernity, economic, scientific and technological development. Ideologies and education. The institution of the education system. The traditional school.

II - The New School movement. Realism, Naturalism, sensible intuition. Childhood and contributions of pedology, psychology, pedagogy. The origins and principles of the New School. Diversity of methods and pedagogical techniques.

III - Contemporary Pedagogical Conceptions and some guiding assumptions. Anti-authoritarian theories. Socialist proposals. Personalist theories. Constructivist and interactionist theories. Social and critical theories.

IV-The process of schooling: political, social and institutional dynamics. Educational activities, actors and agents. School, family and community education.

V-Times and logics of formal and non-formal education. Lifelong learning and personal and professional development. Educating cities and sustainable local development.

Head Lecturer(s)

Maria da Piedade Simões Santana Pessoa Vaz Rebelo

Assessment Methods

Continuous evaluation
Mini Tests: 50.0%
Ass.of literature review focusing a previously defined theme,including its pres.Other possibilities for evaluation can be decided in agreement with students: 50.0%

Final evaluation
Exam: 100.0%

Bibliography

Bertrand, Y. (2001). Teorias Contemporâneas da Educação. Lisboa: Instituto Piaget.

Boto, C. (2006). Um credo pedagógico na democracia escolar: Algum traçado do pensamento de John Dewey. Educação, 3 (60), 599 – 619.

Gomes, J. F. (1986). A educação infantil em Portugal. Coimbra: Instituto Nacional de Investigação Científica.

Ó, J. R. (2006). A criança transformada em aluno: A emergência da psicopedagogia moderna e os cenários de subjectivação dos escolares a partir do último quartel do século XIX. In L. Sommer & M. Bujes (Orgs.), Educação e cultura contemporânea: Articulações, provocações e transgressões em novas paisagens (pp. 281-302). ULBRA.

Ferreira, A. G. (2011). A Europa e a herança cultural da escola. Revista Educação em Questão, 40(26), 19-30.

Pendi, A. I. (1998). La educatión contemporânea: Teorías e instituciones. Valencia: Nau llibres.