Theoretical Foundations of Education

Recommended Prerequisites

General knowledge in the area of educação, philosophy and history obtained in a first cycle of studies.

Teaching Methods

For framework and elucidation,  the lecture method is articulated with the use of pedagogical practices based on the work of the students. Thus, there will be an encouragement to accomplish brief analyses of texts; carry out assignments with regard to the subjects approached in classes; elaborate questions about the content taught in classes; write short overviews focusing on the themes approached in classes and/or elaboration of a review assignment focusing on a theme previously agreed.

Learning Outcomes

This curricular unit is intended to allow the discussion and critical analysis of the principles, concepts and structural themes of education. In this context, firstly, one explores, clarifies and deepens the theoretical foundations of the anthropological assumptions, the nature, the aims and the values of education, without forgetting its protagonists and political dimension. At a later stage, this curricular unit seeks an understanding of education regarding its relationship with the evolution of society. Finally some issues of current education will be analysed. Thus, students should:

-Think about the role and importance of the theoretical foundations of education.

-Reflect on education from a historical and philosophical perspective to find its meaning.

-Analyse educational practices in the light of the conditions they are subject to.

-Explain the main characteristics of the contemporary educational practices.

-Adopt a critical perspective on the main issues of current education.  

Work Placement(s)

No

Syllabus

1. ANTROPO-ONTOLOGICAL FUNDAMENTALS

1.1. Cosmic rooting and human emergence

1.1.1.Relational personological rooting

1.1.2.Education, personality and character

1.2. Goals and values in Education

1.2.1.Operativeness of educational teleology

1.2.2.Complexity and educational antinomics

1.3.Education: reality/project-process

1.3.1.Agents: functions and constraints

1.3.2.Contexts and un/educative processes

2. SOCIO-POLITICAL FUNDAMENTALS

2.1.Society and educational paradigms

2.1.1.Revolutions, Bills and Declarations of Rights

2.1.2.Classical, social and neo liberalism

2.1.3.Studia Humanitatis, Illustration and emancipation

2.2. Open societies and education

2.2.1. “April 25th” and LBSE

2.2.2.Globalization: normalization/openeness

2.2.3. Knowledge Society

2.2.4. Postmodernity and education

3.FUTURE AND EDUCATION

3.1.In/tegration/clusion and disintegration/exclusion

3.2.Citizenship/depoliticization

3.3.Neoliberalism and, consu(b)mission

3.4.STEM/STEAM

3.5.Deschooling?

3.6.Eco-just education.

Head Lecturer(s)

Carlos Francisco de Sousa Reis

Assessment Methods

Assessment
Resolution Problems: 30.0%
Synthesis work: 30.0%
Exam: 40.0%

Bibliography

Biesta, G. J. J. (2015). What is education for? On good education, teacher judgement, and educational professionalism. European Journal of Education, 50(1), 76-87.

Biesta, G. J. J. (2018). O dever de resistir: sobre escolas, professores e sociedade. Educação, 41(1), 21-29.

Giroux, H.A. (2011). Contra o terror do neoliberalismo. Mangualde: Edições Pedago.

Harari, Y. N. (2018). 21 lições para o século XXI. Amadora: Elsinore.

Martusewicz, R. A., Edmundson, J. & Lupinacci, J. (2011). EcoJustice Education: Toward diverse, democratic and sustainable communities. New York: Routledge.

Peris, H. B., Amilburu, M. G. , Cabanas, J. M. Q. & Corbella, M. R. (2008). Antropologia de la educación. Barcelona: Editorial Síntesis.

Reis, C. & Formosinho, M. (2021). A teleologia educacional como foco crítico da desconstrução pós-moderna. In A. L Oliveira, J. A. Schütz & M. A. F. Amaral (orgs.), Vozes da educação. Pesquisas e escritas contemporâneas, V. 2 (pp. 97-115). Cruz Alta: Editora Ilustração.