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Epistemology of Education Sciences
| Code: | FLUP0321 | Acronym: | EPCIED |
| Keywords | |
|---|---|
| Classification | Keyword |
| OFICIAL | Educational Training |
| OFICIAL | Teaching Education - Pedagogy and Philosophy of Education |
Instance: 2004/2005 - 1S
| Active? | Yes |
| Responsible unit: | Autonomous Section of Education |
| Institution Responsible: | Faculty of Arts |
Cycles of Study/Courses
Objectives
Students will be introduced to the complexity of the education phenomenon, taking into account the specificity of the epistemological problem within the educational context. Consequently, we shall analyse the relationships between research and educational processes, focussing on the relationship between educational knowledge and pedagogical understanding.Program
1. The complexity of the educational phenomenon1.1. The polysemous configuration of the term education.
1.2. Education as a system, a process and a product.
1.3. Current extensions to the term education.
2. The specificity of the epistemological problem in the educational context.
2.1. The notion of epistemology: its meaning and objectives.
2.2. The state-of-the-art of education sciences in the context of the human sciences and philosophical reflection.
2.2.1- Apogee and end of scientific objectivism.
2.2.2- The definition of education as an object of scientific study.
2.3. Unity and diversity of research in education sciences.
2.3.1- The debate on the issue of quantity/quality.
2.4. From the pluralism of education sciences to the possibility of a specific science of education.
2.4.1- Dependence and autonomy of research in education.
2.5. Considerations on recent evolutions in educational research.
2.5.1- The epistemological-anthropological cycle.
3. Research in education: articulation between theory and practice.
3.1. Ethics and educational research.
3.1.1- The social and ethical responsibility of researchers.
3.2. The practical dimension of educational thought.
3.2.1- The research and teaching functions: the problem of simultaneity.
4. Being a teacher: scientific and professional identity.
Main Bibliography
A.A.V.V., Estudos sobre Epistemologia y Pedagogia, Madrid, Anaya, 1983A.A.V.V.: Ciências da Educação e Mudança. Porto, Sociedade Portuguesa de Ciências da Educação, 1991.
A.A.V.V.: Decisões nas políticas e práticas educativas. Porto, Sociedade Portuguesa de Ciências da Educação, 1992.
A.A. V.V, O século da Escola. Entre a Utopia e a burocracia, Porto, Ed.Asa, 2001.
ARNAL, J.; RINCÓN, D.; LATORRE, A.,: Investigación Educativa, Fundamentos y metodología. Barcelona, Editorial Labor, 1992.
AVANZINI, G. A Pedagogia no secúlo XX, 2.vol. Moraes Editora
BLANCHÉ, R., A Epistemologia, trad., 3ª ed., Lisboa, Editorial Presença, 1983
CARR, Wilfred, Una Teoria para la education.Hacia una investigacione crítica, Madrid, Editiones Morata,1996
CARVALHO, A , Epistemologia das Ciências da Educação, 3ª ed., Porto, Ed Afrontamento, , 1988
CARVALHO, A, Utopia e Educação, Porto, Porto Editora, 1994
CARVALHO, A. D, Epistemologia das Ciências da Educação, Porto. Afrontamento, 3ª ed., 1988.
CARVALHO, A. D, A Educação como Projecto Antropológico. Porto, Afrontamento, 1993.
ESTRELA ALBANO, e FERREIRA, Julia (org.)Investigação em educação : métodos e técnicas, Lisboa, Ed. Educa, , 2001
HOTTOIS, G., O Paradigma Bioético: uma ética para a tecnociência. Lisboa, Ed. Salamandra, 1992.
LANDSHERE, G., A investigação experimental em Pedagogia. Lisboa, Publ. D. Quixote, 1986.
MIALARET, G., As Ciências da Educação. Lisboa, Moraes, 1976
MORIN, E., Ciência com Consciência, trad. s/d, Mem Martins, Pub. Europa América
MORIN, Edgar, Introdução ao Pensamento Complexo. Lisboa, Instituto Piaget, 1991
MOUCHOT, Claude, Introduction aux sciences sociales et à leur méthodes, Lyon, Press Universitaires de Lyon, 1986
NOT, L e outros, Une science spécifique pour l’éducation?, Toulouse, Publ. De L’Univ. de Toulouse-le- Mirail, 1984
SANTOS, Boaventura de Sousa, Um Discurso sobre as Ciências, 5ª edição, Porto, Edições Afrontamento, 1991
SANTOS, Boaventura Sousa: Introdução a uma Ciência Pós-Moderna. Porto, Afrontamento, 1989.
Complementary Bibliography
A bibliografia complementar é apresentada aos alunos no decurso do tempo lectivo.Teaching methods and learning activities
The study of the different points of the programme is based on the interpretation of texts of epistemology and education. The texts selected will be read and commented in class. Students are expected to participate, namely through the presentation of written assignments.Evaluation Type
Distributed evaluation with final examEligibility for exams
Not applicableCalculation formula of final grade
Final examination or final examination + written assignments.Examinations or Special Assignments
Students may propose assignments.Special assessment (TE, DA, ...)
Not applicableClassification improvement
Students may do a second exam at the end of the academic year to improve their grade.Observations
Language of instruction: PortugueseCopyright 1996-2025 © Faculdade de Letras da Universidade do Porto
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