CRISTICAL ANALYSIS OF THEORIES IN EDUCATION

Code:

EGC04

Acronym:

ACTE

Instance: 2005/2006 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Educattional Sciences Master's Degree

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCE	17	Plano oficial 2000	1	4	12	-

Objectives

The Educational Sciences Masters degree main goal is the deepened training in a specific area within the Educational Sciences. This deepened training aims to prepare expertise in Educational Sciences to develop research and intervention works in the various processes of social and human development.

Program

I – Socio-historical and epistemological production of the conditions to the Educational field clarification
4) Social construction of the relative autonomy between the call for the educational field clarification and the settlement of education as a science;
2) “Invention” of the dichotomy between individual and social in the educational field: socio-historical and epistemological conditions;
6) Socio-historical and epistemological production of the educational field clarification conditions;
7) Movement of the “New Education”: modern scientific methodology between “polis” and nature;
8) Experimental pedagogy and the irresistible seduction by means: from the qualification of pedagogy to pedagogues disqualification;
II – Centers and peripheries of the modern educative clarification in a consolidation context, growth and crisis of the educative systems
1) “psychoanalytical speech on education“; from therapy to critics;
5) ”psychosociological discourse on education”: from dynamics within small groups to institutional analysis;
6) “Sociological discourse on education”: from critical functionalism to educative city.
III – The controversial facts and the controversy in facts: contributions to a re-clarification in the educative field
5) Education and work: contributions to the construction of a mediation epistemology;
6) From a qualified city to a qualifying city: contributions to the construction of a sharing epistemology;
7) Adults formative dynamics: contributions to a listening epistemology;
8) Contributions to an epistemology of controversy: new objects and new problems.

Main Bibliography

ARDOINO, JACQUES E LOURAU, RENE (1994) Les pédagogies institutionnelles, Paris: PUF.
ARDOINO, JACQUES et. al. (1980) L’intervention institutionnelle, Paris: Payot.
AVANZINI, GUY (1994) Sciences de l’éducation: regards multiples. Berne: Peter Lang S: A.
BALL, STEPHEN (1993). Foucault y la éducation. Madrid: Ed. Morata.
BOLTANSKI, L. E ÈVE CHIAPELLO (1999). Le Nouvel Esprit du Capitalisme. Paris: Editions Gallimard
BOURDIEU, PIERRE (1987) Choses Dites, Paris: Ed. Minuit.
BOUTINET, J. P., (Org.) (1989) Du discours à l’Action, Paris, Harmattan.
CHARBONNEL, NANINE (1988) Pour une critique de la raison éducative. Berne: Peter Lang.
CORREIA, JOSÉ A. (2000) As ideologias educativas em Portugal nos últimos 25 anos, Porto: Edições ASA.
CORREIA, JOSÉ A. (2000) As ideologias educativas em Portugal nos últimos 25 anos, Porto: Edições ASA.
CORREIA, José Alberto (1994) “A Educação em Portugal no limiar do Século XXI: Perspectivas de Desenvolvimento futuro”. Educação, Sociedade & Culturas, nº 2.
CORREIA, JOSÉ ALBERTO (1998) Para uma Teoria Crítica em Educação, Porto: Porto Editora.
DEROUET, J-L (19 ) L’école dans plusieurs mondes.
DUBAR, CLAUDE (2000) Le crise des identités, L’interprétation d’une mutation, Paris: PUF
FOUCAULT, MICHEL (1981) As palavras e as coisas. Uma arqueologia das Ciências Humanas. São Paulo: Martins Fontes.
MATOS, M. (1999). Teorias e Práticas da Formação. Contributos para a reabilitação do trabalho pedagógico. Porto: Asa Editores II, S.A.
STOER, STEPHEN R (1992) “Notas sobre o Desenvolvimento da Sociologia da educação em Portugal”, in A. J. Esteves e Stephen Stoer (orgs) A Sociologia na Escola – Professores, Educação e Desenvolvimento. Porto: Edições Afrontamento.
STOER, STEPHEN R. E AFONSO, ALMERINDO, J. (1999) 25 anos de sociologia da educação em Portugal: alguns percursos, problemáticas e perspectivas, Revista Crítica de Ciências Sociais, 52/53, 307-331.
HAMELINE, DANIEL (1986) Courants et contre-courants dans la pédagogie contemporaine. Sion: ODIS.
HABERMAS, JÜRGEN (1987) Logique des sciences sociales et autre essais. Paris: PUF.
HABERMAS, JÜRGEN (1987) Théorie de l’agir communicationnel. (I e II). Paris: Fayard.
REBOUL, OLIVIER (1989) Le langage de l’éducation, Paris: PUF.