History of Contemporary Education

Code:

E200

Acronym:

HEC

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2009/2010 - 2S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	92	Official Curricular Structure	1	-	4,5	49	122

Teaching language

Portuguese

Objectives

This curricular unit introduces students to the issues of theory and practice in History of Education, as one of the scientific domains in Educational Sciences. From a socio-cultural perspective, it analyses the path followed by education from the domestic [private] to the public space, the organizing of interests in favour of and against the public school, the circulation and appropriation of pedagogical discourses and the ways in which they became materialized in the Portuguese context. The material culture of the school is emphasized as being part of the cultural heritage.

Learning Outcomes:
-- to acquire historical knowledge on the educational reality, knowledge which may serve as support for the analysis of diverse educational contexts;
-- to put educational practices into perspective regarding the dialectics of traditions, scientific discourses and pedagogic utopias.

Competencies to develop:
-- to develop attitudes valuing educational heritage.
-- to practice research in the field of History of Education.

Program

1. The place of History of Education within Educational Sciences
1.1. Research in History of Education: preparatory work.
2. Family, religion and the State as promoters of schooling [education in schools].
2.1. The role of religion in the origins of the school - 17th and 18th centuries - and the discourse on essence. The 'Didática Magna'.
2.2. The public and the private in education: from the domestic to the public space; private and state [public] schooling in Portugal.
3. Enlightenment and Liberalism. The existence discourse in education: Rousseau, Pestalozzi and the understandings of childhood. Understandings of childhood in Portugal (from the 18th to the 20th century).
4. Schooling systems and educational reforms in Portugal (19th and 20th centuries). Circulating educational conceptions and models: the clinical-medical and psychological discourses in the training of teachers and in the organization of the time, the materials and the spaces of schools.
4.1. Education and work: technical education. Social discourse in the 19th century and the 'one school' (escola única) in the 20th century.
5. Education in the post-World War II period: science and utopia in education.
5.1. What has been named 'traditional school' and what can it mean today?

Mandatory literature

Adão, Áurea; Estado Absoluto e Ensino das Primeiras Letras. As Escolas Régias (1772-1794) , Fundação Calouste Gulbenkian,, 1997
Barroso, João,; Os Liceus. Organização Pedagógica e Administração (1836-1960), Fundação Calouste Gulbenkian,, 1995
Caruso, Marcelo; Dussel, Inês; ; La invención del aula. Una genealogia de las formas de enseñar, Ed. Santilhana.
Escolano Benito, Agustín; Tiempos y espacios para la escuela. Ensayos históricos. , Editorial Biblioteca Nueva, 2000
Felgueiras, M. L.; Menezes, M.C. (org.); ; Rogério Fernandes. Questionar a Sociedade, interrogar a História, (re)pensar a Educação., FPCE/Afrontamento, Porto,, 2004
Felgueiras, Margarida Louro; Para Uma História Social do Professorado Primário, em Portugal, no séc. XX, Porto: Campo das Letras / CIIE - FPCEUP, 2008
Gondra, José G.(org.), ; História, Infância e Escolarização, 7 Letras, Rio de Janeiro, , 2002
Nóvoa, António; Idem, Os Professores e as Reformas de Ensino na Viragem do Século (1886-1906) , Asa
Fernandes Rogério; A^pedagogia portuguesa contemporânea
Martins,Ernesto Candeias (org.; Actas do Vº Encontro Ibérico de História da Educação. , Alma Azul, 2005

Complementary Bibliography

Correia, José Alberto, Stoleroff, Alan D., Stoer, Stephen, R.,; A ideologia da modernização no sistema educativo em Portugal, Cadernos de Ciências Sociais, nº 12/13, Janeiro , 1993
Vidal, Diana Gonçalves(org.); Grupos escolares (1893-1971), Mercado das Letras, Campinas,S.P., , 2006
Araújo, Helena Costa;; “Precocidade e “retórica” na construção da escola de massas em Portugal”, in Educação, Sociedade e Culturas, nº 5, , CIIE/Afrontamento, 1996
Nóvoa, António; Evidentemente - Histórias da Educação , Asa

Teaching methods and learning activities

Contact activities:
-- lectures on the contents, involving the discussion of texts
-- small group assignments followed by debate in large group format
-- seminars by specialists on the issues discussed followed by debate in large group format
-- supervised assignment introducing the students to field research (in libraries, schools and archives) and research involving data sets.

Autonomous work activities:
-- reading and analyzing texts
-- doing research, writing texts and presenting a poster
-- group work
-- writing a small monograph about a school building
All the assignments will be presented and discussed with the lecturer.

Software

www.noethemi.up.pt
eubuildit.net

keywords

Humanities > History
Social sciences > Educational sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	48,00
	Total:	-	0,00

Eligibility for exams

The adopted mode of evaluation is the distributed evaluation with final exam. Following the principles of this modality, evaluation of this course comprises three instruments:
1. Quantitative and qualitative assessment of active participation in TP classes and in completing the assignments - autonomously or in class. The consequences of non-attendance of these classes or of not delivering the assignments is a grade penalization corresponding to the weight attributed to this component.
2. Research done individually or in groups. From this activity, from the sources researched, a resulting small monograph is expected. This monograph should be presented during classes in written and poster formats. Its final version should be handed in at the time of the final exam but there will be in-between moments serving as support for its realization where students will have feedback on the work they are developing. Not delivering the monograph will lead to a zero mark on this evaluation component.
3. A final exam should show knowledge on the development of the program and of the bibliography of references as well as of the investment made in researching and working autonomously. Not completing the exam results in the student having an insufficient number of elements to be evaluated.

Calculation formula of final grade

-- Active participation in classes and research, completing the small assignments and poster presentation -- 20%
-- Individual or group (max. of 2) monograph -- 40%
-- Exam -- 40%

Special assessment (TE, DA, ...)

Worker-students who have work schedules which make it impossible for them to come to class regularly will be given the opportunity - which has to be arranged with the lecturer - to have participation be evaluated based on the poster presentation and on the research they conduct in the archive, public library or database. The corresponding assignment should be handed in at the time of the poster presentation.

Classification improvement

Students who fail to achieve a mark of 9,5 (out of 20) in the final exam on the knowledge of the course contents or who fail to achieve a global average of 10 will be given the opportunity of writing a second exam and/or of rewriting the monograph.

Observations

Evaluation procedures may be changed after being analyzed by the Pedagogical Council.