| Code |
18029
|
| Year |
1
|
| Semester |
S1
|
| ECTS Credits |
4
|
| Workload |
TP(30H)
|
| Scientific area |
Educação
|
|
Entry requirements |
- Do not exist.
|
|
Learning outcomes |
To problematise the main concepts of education and identify their anthropological and political foundations;
To reflect on the demands of the concept of democratic citizenship and the values that underpin human rights;
To identify the competences involved in exercising citizenship (cognitive, personal, social, emotional);
To design actions and apply educational strategies to develop these competences
To identify the main ethical paradigms and reflect on the emotional, affective and ethical demands and dimensions of the teaching profession.
To express ideas in a reasoned manner, using oral and written communication;
To exercise critical thinking;
To develop collaborative working skills;
To Take responsibility for their learning;
To commit to quality education.
|
|
Syllabus |
I. Education. The concept of education and its problematic nature. Conceptions of education and their anthropological and political foundations. The affinity between the concepts of education and democracy.
II. Citizenship. 2.1. Conceptions of citizenship. Civic participation in the digital age; 2.2. Fundamentals of human rights. Human rights and the long road to non-discrimination (rights of the child, women, people with disabilities, minorities). 2.3. Citizenship education in Portugal and Europe: guiding documents; 2.4. Educational strategies for developing competences for a democratic culture.
III. The Ethics of the Teaching Profession. 3.1. Concepts of Ethics and Deontology. Ethical paradigms: the ethics of justice, the ethics of responsibility and the ethics of care. 3.2. The emotional, affective and ethical demands of the teaching profession.
|
|
Main Bibliography |
Branco, M. L & Domingues, J. A. (Eds.). (2015). Currículo e cidadania. Rio de Janeiro: Dialogarts/UERJ
Cabanas, J. (2002). Teoria da educação: Concepção antinómica da educação. Edições Asa.
Carvalho, A. (1992). A educação como projeto antropológico. Edições Afrontamento.
Dewey, J. (1997). Democracy and education. Simon and Schuster (Texto original de 1916).
Cabanas, J. (2002). Teoria da educação: Concepção antinómica da educação. Edições Asa.
Carvalho, A. (1992). A educação como projeto 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.
Heggart, K. (2024). An introduction to civics and citizenship education. Springer.
Lenz, C., Gebauer, B., Hladschik, P., Rus, C., & Valianatos, A. (2021). Reference framework of competences for democratic culture – teacher reflection tool. Council of Europe.
|
|
Teaching Methodologies and Assessment Criteria |
Portfolio with 2/3tasks, concerning the 3 chapters of the syllabus. The second task (planning a CE lesson or activity) is compulsory and must be done individually. The student can choose to do the Portfolio mostly in a group or individually and to do 2 or 3 tasks.
|
|
Language |
Portuguese. Tutorial support is available in English.
|