Critical Analysis of the Theories in Education and Adult Training
| Code: | EFA01 | Acronym: | ACTEFA |
| Keywords | |
|---|---|
| Classification | Keyword |
| OFICIAL | Educational Sciences |
Instance: 2013/2014 - 1S
| Active? | Yes |
| Responsible unit: | Education Sciences |
| Course/CS Responsible: | Master in Adult Education and Training |
Cycles of Study/Courses
| Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
|---|---|---|---|---|---|---|---|
| MEFA | 12 | Official Curricular Structure | 1 | - | 6 | 65 | 162 |
| MTP | 1 | Official Curricular Structure | 1 | - | 6 | 65 | 162 |
Teaching language
PortugueseObjectives
Aims
To discuss theoretically the discourses and scientific practices in the adult educational field
To address the main theoretical references structuring the field of adult education
To develop the spirit of critical analysis in the approach to the educational field
Learning outcomes and competences
Learning outcomes
Critical analysis of the discourses and practices of the field of adult education
Design of devices for adult education and training theoretically sustained
Knowledge of major theoretical discourses present in the field of adult education
Acquisition of interpretive theory of educational facts
Reflectiveprofessional practicein the fieldof adult education
Working method
PresencialPre-requirements (prior knowledge) and co-requirements (common knowledge)
Does not apply
Program
I-The modern paradigm of science in the education field: ambiguities and purposes of a unifying project
1.1. From modern science to Psychology of Education: adventures and misadventures of an ambiguous relationship
1.2. A science for education and the dichotomy between individual and social
1. 3. Education as a utopian project: from the convergence of purposes to the conflict of epistemological projects
1.4. The educational reflection as a science: the double marginalization of Experimental Pedagogy
II. Discourses and practices structuring the field of Adult Education
2.1. The philosophical underpinnings of current adult education
2.2. The dominant theoretical discourses in the field of adult education
2.3. The current challenges of adult education
III. The contemporary research on adult education
3.1. Non-formal education and adult education: epistemological turn and training practices implications
3.2. Training and Work: from functionalism towards a mediation epistemology
3.3. Prior Learning Recognition (PLAR) and adult education
3.4. Public policy and adult education in Portugal: trends and challenges
Mandatory literature
Correia José Alberto; Para uma teoria crítica em educação. ISBN: 972-0-34127-0Correia José Alberto de Azevedo e Vasconcelos; Formação e trabalho
Correia José Alberto; Da mediação local ao local da mediação
Correia José Alberto Correia; Conferência de abertura do 1º Congresso das Licenciaturas em Ciências da Educação
Matos Manuel Santos e; Teorias e práticas da formação. ISBN: 972-41-2153-4
Finger Matthias; A^educação de adultos numa encruzilhada. ISBN: 972-0-34169-6
Malglaive Gerard; Ensinar adultos. ISBN: 2-13-045168-3
Gillet Pierre; Pour une pédagogique. ISBN: 2-13-040003-5
Canário Rui; Educação de adultos. ISBN: 972-8036-21-3
Canário Rui 570; Educação popular & movimentos sociais. ISBN: 978-972-8036-86-7
Canário Rui Fernando de Matos Saraiva; Introdução à educação de adultos
Lima Licínio C. 570; Educação de adultos. ISBN: 972-9050-198
Lima Licínio C. 570; Educação não escolar de adultos. ISBN: 972-9050-24-4
Rothes Luís Maria Fernandes Areal; Recomposição induzida do campo da educação básica de adultos
Rothes Luís Maria Fernandes Areal; Escola para adultos ou educaçao de adultos
Pereira Ana Maria de Sousa Loureiro do Vale; Alunos, aprendentes e aprendizes
Osorio Agustín Requejo; Educação permanente e educação de adultos. ISBN: 972-771-776-4
Medina Maria Teresa Guimarães de; Experiências e memórias de trabalhadores do Porto
Melo Alberto; Educação popular em Portugal
Barbosa Fátima; A^educação de adultos. ISBN: 972-8257-53-8
Silva Augusto Santos; Educação de adultos
Pires Ana Luísa de Oliveira; As^novas competências profissionais
Cavaco Cármen; Aprender fora da escola. ISBN: 972-8036-46-9
Nogueira António Inácio C.; Para uma educação permanente à roda da vida. ISBN: 972-9380-92-9
Pires, A. L. O.; "Reconhecimento e validação das aprendizagens experienciais. Uma problemática educativa." Sísifo. revista de Ciências da Educação 2, 5-20., 2007
Amorim José Pedro de Melo Rosa; A^metamorfose das borboletas
Canário Rui; Educação de adultos. ISBN: 972-8036-21-3
Cavaco Carmen de Jesus Dores; Adultos pouco escolarizados
Pires Ana Luísa de Oliveira; Educação e formação ao longo da vida. ISBN: 972-31-1093-8
Teaching methods and learning activities
The pedagogical approach implies a combination between lectures, with an emphasis on a logic of exposition and dialogue, and a component of students autonomous work, allowing the extension and deepening of knowledge of the literature focusing on the analysis of socio-historical processes of production of a scientific approach in the educational field and with the problems of the contemporary field of adult education.
In this sense, the teaching methodologies are organized as follows:
1. Lectures:
Presentation and Debate (35 h).
Analysis and discussion of the diverse themes of the syllabus contribution to the understanding of scientific work in education and adult education contemporary issues (10 h).
2. Autonomous study:
- Tutorials (7h.)
- Literature search (20 h)
- Reading and review of the literature of the scientific field (50 h)
- Production of written essays on the issues explored in the scientific literature (20h.)
- Evaluation (20 h).
keywords
Social sciences > Educational sciencesEvaluation Type
Distributed evaluation without final examAssessment Components
| designation | Weight (%) |
|---|---|
| Trabalho escrito | 100,00 |
| Total: | 100,00 |
Amount of time allocated to each course unit
| designation | Time (hours) |
|---|---|
| Estudo autónomo | 90,00 |
| Frequência das aulas | 45,00 |
| Trabalho de investigação | 27,00 |
| Total: | 162,00 |
Eligibility for exams
The adopted assessment regime implies the legally established (75% of attendance) attendance in the course, with the exceptions of the students refered in the number 4 of the article 9º of the Assessment statute
Calculation formula of final grade
The adopted assessment regime is distributed evaluation with final exam. The students achievement is assessed through an individual assignment (rated on a scale of 0 to 20). The assignment may take up to 15 pages long and it is intended to refer some of the issues addressed in the curricular unit or to integrate the mode of analysis proposed in the approach of thematic or objects from other curricular units of the Master's degree.
Examinations or Special Assignments
Achieving a rating of less than 8 in the individual assignment entails taking a final exam.
Internship work/project
Does not apply
Special assessment (TE, DA, ...)
2. The completion of this test will occur in the course of the season scheduled for frequencies and exams at the end of the semester and will take the form of written examen without consultation, being that the students who need to perform this test will have that previously carry out their enrollment in academic services (cf. point 8 of art. 9 of Regulation of Assessment).
3. The approval on this special examen will allow students access to assessment mechanisms foreseen for the remaining students.
Classification improvement
Written examen about the thematics refered in the syllabus
Observations
.
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