E100 - ECTS

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E101 - ECTS XXXXX

E108 - ECTS

1. Deepen the importance of multimedia in education.
2. Develop some digital skills.
3. To improve the capacity of communicating, particularly using multimedia resources.
4. To handle, plan and use digital resources and educational tools for the teaching.
5. To promote general, cognitive, practical, decisive, communicational and professional development competences as well as autonomous.
6. To widen collaborative valences.
7. To improve and acquire new competences in handling digital platforms of learning and tools “web 2.0”.
8. To promote, in a general way, the use of information and communication technologies for educational purposes.

E106 - ECTS

1. Master basic knowledge on the organization of the main regulation systems that influence developmental processes and foster the emergence of individual differences in life course trajectories.
2. Understand the changing patterns of psychological functioning throughout the different phases of development with a primary focus on cognitive, social, and emotional areas.
3. Identify behaviors and skills that signal the major milestones of human development across the lifespan.
4. Develop skills to apply knowledge on developmental processes for analyzing human activities in real-life participation contexts.
5. Build abilities to seek, select, and organize relevant information for deepen knowledge on topics related with developmental processes in a largely self-directed or autonomous manner.

E107 - ECTS This uc seeks to introduce fields and professional experiences of graduates in education according to the different areas of professional pre-specialization under the program. It is intended, by this means, to make a first approach to the field of work, susceptible to clarify for students what are contexts and work situations in  educational sciences.

E204 - ECTS

This curricular unit focus interpersonal communication, refering to people involved on communication processes of communication giving rise, maintaining and giving up human relationships. Its development is informed by Psychology, Social Psychology, Psychosociology and the Sociology of the actor.

Training objectives are as follows:

- to improve the understanding of the role of interpersonal communication on social action and research;

- to foster abilities to analyse situations of interpersonal communication;

- to give room to the developement of communication competences relevant to mediation processes

- to improve students social and personal development

E207 - ECTS

E200 - ECTS

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.

 

E208 - ECTS

The course of workshop on writing seeks to respond to different objectives for the training of students in the field of writing pratices. The course represents a prime unit of students ' self-employed work around narrative, imaginative and argumentative writing pratices. In the light of this principle, the present  course seeks to constitute a broad space of training, whose favor the emergence of a dynamic relationship with writing subjectively situated, but built in the light of their learning capability to the field of textual production of critical and argumentative type. After a first block of classes that aims to open and diversify the universe writing practices, attention will be subsequently focused into an academic exercise written production, whose essay aims to develop the set of capabilities that imply argumentative writing on an academic context.

Objectives:
-Reflecting on the diversity of operations that imply writing processes;
-Perform and share different writing activities, in view of their importance from the personal, critical and academic point of view;
-Invest in personal modes of writing, with special emphasis on its narratives, autobiographical, projection, creative, critical and argumentative dimensions;
-Write texts through the use of individual and group exercises;
-Contact with the types of academic texts and their production orders.

E206 - ECTS

1. Read, study and analyse reference texts, in Educational Psychology domain, related to curricular unit syllabus;

2. Think over, individually or in groups, about texts, narratives and case studies related to the relation between education and learning;

3. Promote and participate in discussions, face to face or in e-learning platforms, about relevant education and learning relationship issues;

4. Think over, individually or in groups, about narratives and case studies related to pedagogical relationship;

5. Promote and participate in discussions, face to face or in e-learning platforms, about relevant pedagogical relationship issues;

6. Write texts, individually or in groups, that constitutes both the memory of students learning situations and the repository of students study projects and students reflection projects.
    

E310 - ECTS The discipline aims to provide knowledge acquisition, skills development and the analysis and reflection on professional contexts and situations in the field of socio-educational mediation and training, contributing to the profile setting of an undergraduate in Educational Sciences. The course highlights a multireferential approach of training departing from conceptual contributions, especially from sociology and social psychology, establishing connections with issues related to cognition, communication and human relationships and organizational and educational policies.

E309 - ECTS

This curricular unit aims at providing students with the necessary knowledge to research social and educational phenomena, integrating theoretical, methodological and analytical concerns.It is intended to debate the nature of the scientific knowledge and the truth in its joint with the process of scientific inquiry. These debates and traditions will be articulated with the analysis of the socio-historical construction of the cientificity of education, aiming at the development of a critical sense in research.
This unit also provides a space for exercising theoretical and methodological knowledge. Ethical and technical research issues will be discussed based on the students' own experience.
At the end of the curricular unit, students should know how to:

- To identify different distinct paradigms that accuse démarches of inquiry that have underlying them different considerações on the citizens, the objects and the problem;
- To argue on the concept of scientific knowledge and truth from the contact with several authors;
- characterize different theoretical and methodological research devices;
- analyze different devices for collecting and treating data, connecting them with wider theoretical concerns;
- recognise the production of different types of knowledge about one phenomenon;
- demonstrate critical analytical and reading skills.
At the end of the curricular unit, students should have acquired the following competencies:
- the ability to identify and analyse problems, situations and behaviours;
- the ability to adapt to different situations and contexts;
- the ability to develop a research project in different contexts, with the aim of social-educational interventions.

E302 - ECTS

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E307 - ECTS

The program focuses its attention in the problematisation of the relationship between youth, equal opportunities and citizenship, following different theoretical contributions, such as those of the processes of social and cultural reproduction; cultural production; the theories of gender, diversity and ethnic relations; and social and educational exclusion. The aim is to understand the diverse ways formal and non-formal educational institutions contribute to the construction of particular identities and to legitimise dominant forms of knowledge. It will equally focus on the ways educational agents manipulate, negociate or resist those identities, questionning the dominant forms of knowledge. A reflection on broad understandings of citizenship will serve as the structuring axis of the program. A biographical narrative of education pathways will be constructed by students and will be interpreted in the light of perspectives and theories that have already been the focus of Education ociological contributions. Social and cultural reproduction and social inequalities (social class, gender, ethnic origin, etc) will be central to interpret this biographical narrative as well as perceiving education also as a process of cultural production and of opportunities for the expansion of social rights and social justice. 

Aims
- to identify socio-educational issues, mainly around Equal Opportunities, Youth and Citizenship, for the making of inclusive practices and policies; 
- to identify, from the work of seminal authors in this domain, relevant sociological perspectives on education; 
- to analyse formal (and non-formal) educational situations and actions, mobilizing the ability to read social and educational realities in their complexity;
- to elaborate a small biolgraphical narrative (bographical method) embodying issues ane problems approached in sociology of education
- to stimulate an interpretative perspective on  the biographical narrative production on social and educational processes of social change.

 

E308 - ECTS The UC "Curriculum Theory and Development," structure around two dimensions: one, which relates to the acquisition of knowledge in this area of ​​knowledge; another, with regard to the processes of formation and development of skills of analysis and critical intervention.In this sense, the PA objectives are:



Acquire concepts, theories and paradigms that integrate education and curriculum;

- Build critical thinking, and theoretically based on the curriculum in Portuguese Educational System

- To analyze the role of mediator in childcare contexts of formal and non-formal education

-Produce analyzes supported the organization of the Portuguese Educational System

-Analyze themes / texts and organize your presentation to the class

- Advancing thematic debates with the class

E414 - ECTS

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E416 - ECTS akjgdfkag

E415 - ECTS

This laboratory aims to complement students training on research methodologies by promoting the knowledge and competencies regarding quantitative data collection and analysis through the implementation of small research projects on relevant educational issues.

E417 - ECTS

Objectives:
 this curricular unit aims at providing students an a wide understanding of conflict and its management, with an emphasis on mediation processes. It also aims at identifying and discussing potentialities and limitations of mediation as an instrument for managing social change and social conflicts, especially in educational contexts. 
In addition to specific knowledge from the field of conflict management, the fields of philosophy, psychology, sociology and history are also mobilized.
As indicated by its name, this curricular unit is strongly oriented to training skills in negotiation and mediation (mediation is understood here as a type of assisted negotiation, the mediator acting as an independent third party). Its syllabus seeks to incorporate this practical dimension. Thus, the first classes (where the first 3 items of the syllabus are developed) deal with historical and philosophical issues and conceptual problems related with transformations in the definitions of conflict and justice. Later, and progressively, the syllabus acquires a more operational nature. It is this part of the syllabus that occupies most of the scheduled classes (about 75% of them), in an attempt to make it coherent with the very operational objectives that have been defined for this curricular unit.

E401 - ECTS his curricular unit intends to contribute to the study and characterization of Portuguese Educational Organizations and Public Administration by bringing contributions from the organizational, psychosociological and political domains. Perspectives on Educational Administration, Organizational Theory and Psychosociology of Organizations are developed. Educational (and non-educational) organizations, as well as their general administration, are critically analysed and interpreted, particularly in this course, regarding the processes of democratic governance and school autonomy. Objectives: — To promote the study of Organizational and Administration issues and the recognition of their impact in Education; — To contribute to the theoretical development in the psychosociological, organizational and administration domains of education, focusing on educational organizations and the school; 

— To study the organizational processes of 'democratic governance', leadership and mediation; — To analyse the processes of development of school governance and school autonomy. Competencies: — To analyse organizational and administration phenomena and ideologies, in Portuguese Education (in school and non-school contexts); — To identify and apply different models and organizational images in analysing and understanding educational organizations; — To problematize the 'Democratic School' — To study the organizational processes of 'democratic governance', leadership and mediation; — To analyse the processes of development of school governance and school autonomy.

E500 - ECTS

The Curricular Unit Social and Education Policies Analysis aims at providing an approach to policies focused on their analysis and de-construction and at a deeper understanding of the “policy cycle”, from agenda setting to implementation levels. These stages (ideology, agenda, decision-making, policy formation and implementation) are simultaneously references for the development of the curricular unit.


Objectives:
- To introduce and discuss the theoretical perspectives on the elaboration and implementation of social and education policies;
- To identify methodologies used for the analysis of social and education policies;
- To identify and start to develop a sociological approach to social and education policies.
– To conceptualize social and education policies while projects of social change;
- To introduce and develop procedures of sociological analysis of social and education policies allowing a critical reflexion about the concepts and management of social change that they purport.

E518 - ECTS

Elaborar o conceito de cultura material escolar.

Identificar localmente edifícios escolares representativos de diferentes épocas.

Distinguir objetos da cultura material escolar do século XX

Identificar métodos ou pedagogias através da materialidade escolar

Compreender os artefactos da educação na sua relação com diferentes sujeitos que os utilizaram

Relacionar práticas pedagógicas com objetos materiais e simbólicos

Analisar artefactos e dispositivos da educação e relacioná-los com as características da sociedade que os produziu ou utilizou.

Problematizar o ver, o visual e a visibilidade da cultura material escolar

 

E519 - ECTS

1. Knowledge of the theoretical frameworks that allow the understanding of the very diverse experiences and pathways of adults in higher education.

2. Questioning of discourses, policies and practices of welcoming and educating adult students in higher education.

3. Development of knowledge, skills and competences for research and study of this theme.

4. Planning, implementation or analysis of action projects in this specific field.

E503 - ECTS xx

E512 - ECTS

OBJECTIVES

Accionar quadros de leitura das Ciências da Educação, nas áreas de exercício profissional (Educação/Formação de Adultos e Desenvolvimento Local; Educação, Cidadanias e Proteção Social; Escola e Gestão Educacional; Educação e Contextos de Cultura e Lazer) e relativos a públicos diversos

Saber contactar contextos e instituições de natureza formal, não formal e informal, recolhendo, selecionando, analisando e interpretando informação de natureza vária

Produzir uma reflexão estruturada relativa a: contextos, projectos e programas no âmbito da educação escolar e ao longo da vida, formação de profissionais do desenvolvimento humano, do desenvolvimento pessoal e social, animação e da intervenção comunitária e do desenvolvimento local, cultura, herança cultural, ambiente e lazer

Produzir e comunicar informação argumentada que considere os aspectos científicos, éticos e sociais relevantes para o campo educativo,  sob a forma oral e escrita, através de comunicações e da elaboração de relatórios.

E511 - ECTS jvgjlhfluyfyudf

E409 - ECTS xx

E603 - ECTS

The aims of this subject matter is to be an alternative to certain naturalistic points of view (Amsterdam 1996) and conversely to instrumental reason which separates scientific production from its aims and ethics. Science will be placed at the center of epistemological reflection.
Objectives:
- to develop awareness about the conventional approach and value judgments involved in the separation of science from other forms of knowledge;
- to understand the social constructed nature of subjects;
- to analyze the possible spaces and limits of intervention in educational / social problems;
- to analyze philosophies which frame different kinds of intervention;
- to understand that action research is more than a methodology and is an epistemological alternative;
- to develop epistemological awareness of the importance of questions of communication and language in the emergence of a transformative and innovative dialogic space in action research;
- to involve different social actors in the same research effort and problem-solving, in a collaborative self-training;
- to understand training as a critical point of an innovative project;
- to promote awareness about the orientation of change, using human emancipation as a horizon.

Specific objectives:
- to identify resources students can offer;
- to critically analyze the paradigms of research;
- to understand context and theories where research develops;
- to develop skills to improve horizontalization of communication in action research, in a dynamic hermeneutic framework;
- to analyze action research experiences;
- to conceptualize action research projects;
- to analyze possibilities of creating change and innovation in education;
- to identify different kinds of innovation;
- to analyze conflict between reproduction and change which are in confrontation training, in different pedagogical methods;
- to analyze possible relations between social and educational change.

E612 - ECTS  The objectives of the CU are focused in the recognition of the potentiality of theatre in the various contexts where the educational process occurs, namely:

- develop knowledge and skills about theatre based educative intervention methodologies,

- provide empirical experiences in methods of expression and sublimation in the theatrical context,

- stimulate reflection about the utility of these methods in formal, non formal and informal educative contexts.

E608 - ECTS

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E606 - ECTS

1. The course of Socioanthropology of Development and Culture (SDC) is a curricular unit (6 ECTS) to be run in the 6th semestre of the 1st degree in Education Sciences.

2. SDC belongs to the scientific area of social sciences and approaches anthropological and sociological theories on development and culture. Its main goal is to convene and deepen previous knowledge and competencies developed in other curricular units, namely those located  in the same scientific area.

3. SDC aims at contributing to a deeper understanding of the impacts of globalisation on the present social contexts, mainly in Portuguese society,with an emphasis on the education field. SDC approaches three core concepts: tradition, modernity and postmodernity. It intends to do so by convening empirical work developed in the field of Sociology and Antrhropology of Education. Globalisation and its impacts on social and educational policies frame the development of the course underlining their implications for the professional practices of the graduates.

Objectives:

• To contribute for the reflexive conceptualisation of the social practices, namely in the field of education, whereas processes of management of social change.

• To contextualise the issues of the managment of social change in the context of Portuguese society in the light of the processes of globalisation.

• To identify the impacts of globalisation on the existing and emerging sociabilities.

• To contribute to professenial reflexivity of those who are engaged in projects elaborated for 'the others' (defined as ethny, class, gender, life styles, etc.) .

• To identify individual and group 'differences' as active subjects of their own individual and social action.

E607 - ECTS

-To clarify the evolution and transformation of the relations between training contexts and work on the genesis of social and economic models; -Understand the concept of social justice as a result of the development of relations between the social and the economic; -Deepen the relevance of curricular unit to the formation of a socioeducational and training mediator, particularly in the field of education and work.