Code: | E200 | Acronym: | HEC |
Keywords | |
---|---|
Classification | Keyword |
OFICIAL | Education |
Active? | Yes |
Web Page: | http://sigarra.up.pt/fpceup/pt/ucurr_geral.ficha_uc_view?pv_ocorrencia_id=406206 |
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 | 69 | Official Curricular Structure | 1 | - | 6 | 57 | 162 |
Make contact with the methodology of historical research
Understand the History of Education, as one of the scientific field of 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;
-- put educational practices into perspective regarding the dialectics of traditions, scientific discourses and pedagogic utopias
Learning skills:
pra-Practice research in History of Education:
- Analyzes evidence
- Organizes historical documentation
- Drawing up written work based on interpretation of sources, reasoning by analogy and arguments
- develop attitudes valuing educational heritage.
It is not the case.
1.Brief approach to the methodology of historical research.
2. Family, religion and the State as promoters of schooling [education in schools]. 2.1. The public and the private in education. 2.2. The teaching-learning method at the center of pedagogical knowledge and teaching practices (seventeenth and eighteenth centuries).
3. Contributions of the Enlightenment, Liberalism, Republicanism, Socialism and Marxism in the foundation and constitution of the public school in Portugal (18th to 20th centuries). 3.1 Continuities and ruptures in pedagogical thinking, educational policy orientations and pedagogical practices in Portugal. 3.2. The great industrial and colonial exhibitions and their impact on education: from the objectification of the other through the human zoo to the study of "races" and the justification of colonialism as a civilizing action.
4. Schooling systems in Portugal (19th and 20th centuries): structuring of the school network, teacher training and the universal access to education. 4.1. The circulation of educational conceptions, objects, actors and their action in the organization of time and school spaces, teaching materials and teaching practices. 4.2. Education and work: technical education. Social discourse in the 19th century and the 'one school' (escola única) in the 20th century.4.3.The importance of the revolutionary period for the expansion of education.
5.Sociopolitical periodization and educational periodization: differentiation and characterization. Education in the post-World War II period: science and utopia in education.
The contact activities will be based on a mixed methodology, of theoretical exposition and of debate in large or small groups on texts and materials of analysis (images, videos, research done by the students). Students are encouraged to prepare questions and streamline classes.
There will be two mini-tests during the semester on the subjects exposed in class.
-Group work on a theme to be chosen, from a proposed set, with specific tasks for each element. As a result, each group will present a poster in the middle of the semester and a final written paper, of 10 pages, that requires a deepening and collective appropriation of the work produced by each element in the group. These moment for presenting and discussing the results of the group work, in order to constitute thematic summaries by major historical-educational periods, is previously scheduled with the students in the first class.
The division of topics by groups and presentation of results is done with the whole class; the groups organize the research and analysis of texts and syntheses, whose orientation is guaranteed by the mandatory tutorials carried out with the small groups.
Is planned
-Participation in the Winter Days of History of Education, Cultural Heritage and Museology and in seminars with specialists, followed by debate, whenever appropriate.
Autonomous work activities - Reading and analysis of texts of the recommended bibliography for each theme and work and research, interpretation and writing of the final text.
All the syntheses performed by the groups will be presented and debated in the class group.
designation | Weight (%) |
---|---|
Trabalho escrito | 20,00 |
Apresentação/discussão de um trabalho científico | 20,00 |
Participação presencial | 15,00 |
Exame | 45,00 |
Total: | 100,00 |
designation | Time (hours) |
---|---|
Estudo autónomo | 40,00 |
Frequência das aulas | 45,00 |
Trabalho de investigação | 10,00 |
Trabalho escrito | 15,00 |
Apresentação/discussão de um trabalho científico | 10,00 |
Total: | 120,00 |
Failure to perform any of the three elements of the assessment implies that there
are not enough elements for the student to be assessed. Failure to deliver the
group's Written Work or failure to participate in the oral presentations (poster
and defense of the group work) implies a classification of zero in any of the missing
components. A minimum of 10 values is required in any of the installments (participation;
poster with written work and oral presentation in class; final exam). Non-presence
in the orientation tutorials will be taken into account in the component "In-person participation".
Active participation in classes and presence in tutorials - 15%.
1 poster and its presentation (20%)with 1 written group work, 10 pages, with
individualized tasks and oral presentation (20%)=45%
Final Exame - 40%
The classification of each of these portions of the evaluation is calculated on
the scale of 0 to 20. Minimum positive evaluation (10 values) is required in each
of the components to obtain approval in this unit.
Students are encouraged to participate in the Winter International Conference on History of Education and Cultural Heritage and whenever possible in seminars and visitis.
It is not the case.
For students who are unable to attend regular classes due to the impossibility of scheduling, participation in group work will be replaced by individual work, under the guidance of the UC conductor. In oral presentations (in poster ) will have to respect the collectively negotiated calendar. The students in this situation will have to sign with the regent of the UC the work plan to be carried out and its schedule. They will have to do the mini-tests as well. They should hold two tutorials throughout the semester.
The oral presentations of the poster and of the written work, which compose the evaluation, there is no possibility of appeal. The written work may be reformulated, requiring in this case more research and in-depth re-evaluation of the initial text.
Evaluation procedures may be changed after being analyzed by the Pedagogical Council.