Depth Issues on Intervention Methodologies in Education

Code:

MED306

Acronym:

QAMIE

Keywords
Classification	Keyword
OFICIAL	Research and Intervention Methodologies in Education / Educational Sciences

Instance: 2022/2023 - A

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	11	Official Curricular Structure	2	-	8	64	216

Teaching language

Portuguese

Objectives

The project and internship, as means of completing this SC, aim at the realization, by the student, of an intervention proposal in the professional field. This is based on the knowledge of the SHS, namely those that configure intervention methodologies in the educational field, confronted by the specificities of the contexts where this intervention is intended to be put into practice.

Learning outcomes and competences

The Curricular Unit essentially brings together knowledge from the field of intervention methodologies in their relationship with social mediation and the evaluation of educational projects, aiming to respond to the objectives, and learning outcomes.
It is intended that students be able to perform:

Diagnostic analysis of professional contexts/projects

Analysis of socio-educational intervention projects

Question methodologies adopted in intervention projects

Design, development and evaluation of socio-educational intervention projects

Production of reasoned opinions on socio-educational intervention projects

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

N/A

Program

1. 1. Intervention Methodologies in Education

1.1. project and intervention rationalities

1.2. design, planning and development of Socio-educational Intervention Projects

1.2.1. Diagnosis of situations/projects

1.2.2. Project development

1.2.3. Project monitoring and evaluation

 

1. Methodological devices for socio-educational intervention

2.1. Socio-educational mediation

2.2. Evaluation as action regulation

 

1. Contexts of intervention in training

3.1. The internship

3.2. The project

Mandatory literature

Boutinet, J-P. ; Antropologia do projecto., Lisboa: Instituto Piaget, 1996
Capucha, L. M. A.; Planeamento e Avaliação de Projectos. Guia prático., Lisboa: ME, 2008
Correia, J. A., & Silva, A. M. C. (Eds.); Mediação: (D)os Contextos e (D)os actores, Porto: CIIE e EA, 2010
Correia, J. A., & Caramelo, J. ; A construção social e legislativa da mediação: figuras e políticas. In J. A. Correia & A. M. C. Silva (Eds.), Mediação: (D)os contextos e (d)os actores (pp. 13-32). Porto: Edições Afrontamento, 2010
Figueiredo, C., Leite, C., & Fernandes, P. ; Avaliação externa de escolas: do discurso às práticas – uma análise focada em Portugal e em Inglaterra, in Meta: Avaliação, in , Rio de Janeiro, 9, 25, 1-31., 2017
Serapioni, M.; Conceitos e métodos para a avaliação de programas sociais e políticas públicas. Sociologia. Revista da FLUP, XXXI, 59-80., 2016
Vaz, H. ; A Mediação em Contexto de Formação como Reinvenção de Novos Ofícios: O caso dos estágios e da LCED da FPCEUP . Educação, Sociedade & Culturas, 29, 53-72., 2009

Teaching methods and learning activities

The Curricular Unit intends to establish itself in a structured and systematic space for the development and consolidation of theoretical and methodological frameworks to support the development of internships and project design, in articulation with reflection and critical analysis on the experiences and trajectories experienced by students. The articulation of the Curricular Unit with the ways of completing the SC that emphasize a professional dimension justifies a definition of knowledge and skills of a praxeological nature, in which the analysis of problems translates into the design and support of theoretically and methodologically sustained intervention strategies. Theoretical contributions from the field of evaluation and mediation in education are mobilized by the critical and interpretive potentialities regarding the ways problems in education are defined, in their social and political roots and ramifications, and in the ways legitimate forms of interventions are equated and operationalized.

keywords

Social sciences > Ethics in social sciences
Social sciences > Educational sciences > Education > Social pedagogy
Social sciences > Educational sciences > Research methodology
Social sciences > Educational sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	75,00
Participação presencial	25,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	10,00
Estudo autónomo	72,00
Frequência das aulas	32,00
Trabalho de campo	45,00
Trabalho de investigação	20,00
Trabalho escrito	15,00
Trabalho laboratorial	32,00
Total:	226,00

Eligibility for exams

Conditions of Attendance: students obtain positive attendance when they participate in 3/4 of the sessions held. There is an exception for students who, by law, are exempt from attending classes

Calculation formula of final grade

FC = Participation (25%) + Written assignment (75%)

Examinations or Special Assignments

N/A

Internship work/project

N/A

Special assessment (TE, DA, ...)

Students covered by special regulations and legislation (TE, DA...) should contact the professors within the first two weeks of classes to define adjusted evaluation procedures.

Classification improvement

The grade improvement is achieved by reformulating the components of the distributed assessment

Observations

N/A