| Code |
12150
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| Year |
1
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| Semester |
S2
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| ECTS Credits |
5
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| Workload |
TP(30H)
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| Scientific area |
Educação
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Entry requirements |
There isn't.
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Mode of delivery |
Theoretical-practical classes.
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Work placements |
It doesn't apply.
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Learning outcomes |
With this CU is intended that students become aware of the education phenomenon as an eminently anthropological and political project in Western societies, linked to democratic ideals enshrined in Human Rights and demanding ethical and civic responsibilities in the teaching profession.
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Syllabus |
I. Education. Concept of Education and its problematicity. Conceptions of Education and its anthropological and political grounds. The affinity between the concepts of education and democracy.
II. Citizenship. 2.1.. Conceptions of citizenship; Civic participation in the digital age; Dimensions of democratic citizenship education. 2.2. Human Rights as a reference for democratic citizenship education and education for peace and nonviolence; Foundations of Human Rights; Human Rights and the long road of non-discrimination (rights of children, women, minorities). 2.3. Citizenship Education in Portugal and Europe: Main documents.2.4. Educational strategies.
III. Ethics of the Teaching Profession. Concepts of ethics and deontology. Ethical paradigms: the ethics of justice, the ethics of responsibility, and the ethics of care. 3.2. Affective and ethical requirements of teachers profession.
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Main Bibliography |
Branco, M. L e Domingues, J. A. (Eds). (2015. Currículo e cidadania. Dialogarts/UERJ
Brett, P., Gaillard, P. E Salema,M. H. (2009). How can teachers support citizenship and human rights education. Edições Conselho da Europa.
Cabanas, J. (2002). Teoria da educação: Concepção antinómica da educação. Edições Asa.
Carvalho, A. (1992). A educação como projecto antropológico. Edições Afrontamento.
Dewey, J. (1997). Democracy and education. Simon and Schuster (Texto original de 1916).
Estrela, M. T. (2010). Profissão docente. Dimensões afetivas e éticas. Areal Editores.
Osler, A e Starkey, H. (2010). Teachers and human rights education. Trentham Books.
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Teaching Methodologies and Assessment Criteria |
In the theoretical-practical contact sessions, contents will be presented by the teacher, using expositive, interrogative, and demonstrative methodologies and analysis of case studies, with the support of PowerPoint presentations and video sessions. The exploitation of contents is supplemented by the reading and analysis of texts, previously distributed to the students, in the classroom. The work of analysis is done in small groups, and discussed in the larger group, to enhance collaborative working skills and promote the debate.
Assessment consists of: Portfolio with 3/4 assignments on the 3 chapters of the syllabus. The student can choose to do the Portfolio mostly in a group or individually, with at least one of the tasks being done individually or in a group.
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Language |
Portuguese. Tutorial support is available in English.
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