Code: | E200 | Acronym: | HEC |
Keywords | |
---|---|
Classification | Keyword |
OFICIAL | Education |
Active? | Yes |
Responsible unit: | Education Sciences |
Course/CS Responsible: | First degree in Educational Sciences |
Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
---|---|---|---|---|---|---|---|
LCED | 80 | Official Curricular Structure | 1 | - | 6 | 57 | 162 |
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:
-- Show historical knowledge of Portuguese and Western educational reality, 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
Learning skills:
- practice research in History of Educat
- develop attitudes valuing educational heritage.
It is not the case.
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?
Contact activities:
-- Lectures on the contents, involving the discussion of texts.
-- Small group assignments followed by debate in large group format
-- Workshop introduction to historical research
--Seminars by specialists on the issues discussed followed by debate in large group format
Autonomous work activities:
-- Reading and analyzing texts
-- Doing research, writing texts and presenting poster
-- Group work -- writing a five pages text requiring research databases, library and / or files.
All the assignments will be presented and discussed with the teacher.
designation | Weight (%) |
---|---|
Exame | 50,00 |
Participação presencial | 30,00 |
Trabalho escrito | 20,00 |
Total: | 100,00 |
designation | Time (hours) |
---|---|
Elaboração de relatório/dissertação/tese | 10,00 |
Estudo autónomo | 90,00 |
Frequência das aulas | 45,00 |
Trabalho de investigação | 15,00 |
Total: | 160,00 |
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 two posters and a written work are expected. This posters should be presented during classes. 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 two posters and written work will lead to a zero mark on this evaluation component and inhibits the exam.
A minimum of 10 points is required in any of the plots (Written Work; posters) to be able to conduct examination. The classification of the examination can not be inferiror 9.5.
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.
-- Active participation in classes and research, completing the small assignments and poster presentation -- 30% -- Five pages individual written work -- 30% -- Exam -- 50%
Whenever possible there will be a workshop introduction to historical research, and students are encouraged to participate in the Winter International Conference on Education and Cultural Heritage .
It is not the case.
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 the written work on individual reading bibliography, under the direction of the teacher. The corresponding assignment should be handed in at the time of the poster presentation.
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 posters global average of 10 or in the written work will be given the opportunity of writing a second exam and/or of rewriting the presented papers.
Evaluation procedures may be changed after being analyzed by the Pedagogical Council.