Education, Cooperation and Development

Code:

OP211

Acronym:

ECD

Keywords
Classification	Keyword
CNAEF	Educational Sciences

Instance: 2014/2015 - 2S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	26	Official Curricular Structure	1	-	6	49	162

Teaching language

Portuguese

Objectives

The curricular unit (CU) Education, Cooperation and Development is proposed as an optional one in the 2nd semester of the master in Educational Sciences.
This proposal is made by the finding, in Portugal and other countries, of social movements and other social and political actors who develop an intervention from the perspective of Education for Development, which sets off questions and challenges to the field of educational practice and reflection. On the other hand, this fact builts spaces and forms of professional intervention where the masters in Education may find their social relevance, both from the point of view of consulting, assessment, intervention and / or research.
The main goal of this CU is to present and discuss the ways in which is equationed the role of education in processes of development cooperation. This implies previously discuss what is meant by development cooperation and how this process has been transforming and has organized politically. This discussion is anchored in the discussion of the concept of development and the roles assigned to education in this, particularly in contexts of international cooperation.
This CU aims to integrate in the field of educational thought the discussion of political, social, cultural and economic dimensions of development processes, in an approach that essentially will highlight the educational dimension of political and social intervention.

Learning outcomes and competences

With the contribution of this CU students should be able to:

a) Identify different relations between Education, Development and Social Change

b) To conceptualize, analyse and critically reflect the educational intervention as a strategy for Development Cooperation

c) To conceptualize and critically reflect the Development Education

d) To comprehend the processes and contexts of Development Cooperation and Development Education and know its several agents

e) Design, develop and evaluate programs, projects and actions in Development Education

f) Exercise consultancy in projects, programs and educational activities in the framework of Development Cooperation and Education for Development

Working method

Presencial

Program

1. Development and Social Change

1.1 The evolution of the concept of development
1.2 Development and underdevelopment: the modernization theory
1.3 Development and underdevelopment: the dependency theory and the world-system perspective
1.4 From development to developments
1.4.1 New perspectives: post-development and degrowth
1.5 Development cooperation: the evolution of the “development market”
1.5.1 Classification, financing and instruments of development cooperation

2. Education and Development

2.1 (Re)Conceptualizations
2.2 The relation(s) between education and development
2.3 The Development Education: definitions, history, modes of action and themes
2.4. The Development Education: networks, organizations and actions

3. The actors of cooperation and Development Education: characteristics and modes of action

3.1 The actors of cooperation and Development Education: critical views

Mandatory literature

Afonso, M. M. e Fernandes, A. P. ; Introdução à cooperação para o desenvolvimento , IMVF e Oikos, 2005
Amaro, R. R. ; "Desenvolvimento: um conceito ultrapassado ou em renovação? Da teoria à prática e da prática à teoria", Cadernos de Estudos Africanos, V.4, 35-70, 2003
Bourne, D. ; “Development Education: towards a re-conceptualisation”, International Journal of Development Education and Global Learning, 1 (1), 8-22, 2008
Costa Alexandra Sá; As^pessoas acima do lucro
Gómez José António Caride; Educação e desenvolvimento comunitário local. ISBN: 978-972-8562-44-1
Latouche, S. ; Pequeno tratado do decrescimento sereno , Ed. 70, 2011
Liddy, M.; "Education About, For, As Development", Policy & Practice: A Development Education Review, Vol. 17, Autumn, pp. 27-45, 2013
Mesa, M. ; “Evolution and Future Challenges of Development Education” , Centro de investigación para la Paz. CIPFUHEM, 2005
So Alvin Y.; Social change and development. ISBN: 0-8039-3546-3

Teaching methods and learning activities

In classroom: theoretical exposition, work in small groups, debate of the different perspectives presented.

In autonomous work: bibliographical research, texts analyses.

keywords

Social sciences > Educational sciences

Evaluation Type

Evaluation with final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	100,00
Total:	100,00

Calculation formula of final grade

Students can chose between two modes of evaluation:

1. Individual and group work:

a) Individual critical reflection about one of the syllabus, delivered in the evaluation period. This paper will have a ponderation of 60% of the student’s final mark;

b) simulating an application of a development education project according the rules of the national financing entity. This simulation, done in small groups is delivered in the evaluation period and will have a ponderation of 40% of the student’s final mark.

 

2. Only individual work: essay, that could involve the analysis of an oficial document or project of ED. This essay should be a critical articulation and problematization of the syllabus and will have a ponderation of 100% in student’s final mark.

Classification improvement

The students who wish to improve the classification obtained may do so by restructuring the work .