|The Doctoral Programme in Educational Sciences (PDCE) is a great opportunity for producing knowledge focused on education and training. The course offers a broad vision on education (formal, informal and non-formal), and its international atmosphere creates a very special environment. Its close articulation with research projects developed at the Educational Research and Intervention Centre (rated Excellent by FCT), as well as the quality of doctoral supervision, results in relevant work that can indeed make a difference.
The course Structure and Dynamics of Research (EDTI) aims to promote advanced knowledge and critical analytical capacities over educational research methods, with a special attention to the process through which decisions regarding research methodologies were taken.
More specifically, the course has the following learning goals:
. foster an advanced knowledge in the field of educational research methodologies;
. produce interdisciplinary knowledge adequate for the systematic analysis and discussion of research projects in education;
. stimulate the production of original knowledge;
. create opportunities to contact relevant research projects and researchers.
Research in education assumes specificities rising from the field itself and from the dialogue with contemporary theoretical frameworks in which society, the actors’ agency and actors themselves are conceptualized. This course intends to address a set of theories and theoretical/conceptual frameworks basing research in education and social sciences, and to map out the latest developments of the problematiques and issues of education. Therefore, it convenes these perspectives impacting on the conceptualisation and development of education, in the broadest sense, and, more specifically, on education systems, educational institutions and educational categories (teacher / trainers; pupil/ student/trainees; lecture / www, etc). Education is assuming a central role in the political and economic discourses anchored on the so-called ‘knowledge society’, thus actively reconfiguring educational concepts. The fixation of their meanings is a field of discursive and ideological struggle that needs to be critically examined and understood in the light of the 'renegotiation' of the modern social contract. It is under this sociological and epistemological perspective that this course looks at education policies, the issues of citizenship and participation, the personal and professional identities, the nature of knowledge and its translation into curricula and youth and adult education are dealt with.
This proposal also relates to the contemporary transformations with a strong impact on the lives of societies and, in particular, on educational spheres and contexts, such as the digitization processes that will cross-cut discussions and analyses.
The course is organised in modules and aims to promote and deepen the knowledge of the most influential perspectives - with an emphasis on the most contemporary debates - which established education as a field of research. The course aims to contribute to the development of competences enabling students to locate their own research in the contemporary epistemological landscape of the social and education sciences.
In line with these modules, seminars are organized on authors who are central to the configuration of the field of social sciences and education. In this course, modules are also offered which students can choose according to their research interests. The modules are closely articulated with the strategic research areas of the Center for Educational Research and Intervention and with the research carried out by the teachers involved.
- To address a set of theories and theoretical/conceptual frameworks basing research in education and social sciences,
- To map out the latest developments of the problems and issues of education.
- To deep the knowledge of the most influential perspectives - with an emphasis on the most contemporary debates - which established education as a field of research
- To contribute to the development of competences enabling students to locate their own research in the contemporary epistemological landscape of the social and education sciences.
The Seminar aims to: . promote interdisciplinary knowledge relevant for the systematic and critical analysis of educational research projects; . discuss theoretical and methodological references that can support the production of original research; . contact relevant investigators and projects in the educational field.
The CU aims to encourage doctoral students to disseminate the results of their research through the presentation of posters, papers and other formats in inter/national scientific meetings.
The Scientific Writing Seminar aims to:
- develop academic and scientific writing skills;
- promote knowledge and skills regarding ethical procedures in educational
- foster the production of diverse scientific texts with high quality standards.
The Thematic Seminar aims to deepen and discuss problems that cross over the research projects, by promoting students’ participation in seminars organized under research networks with guest inter/national professors and researchers.
The CU aims to continue to encourage doctoral students to disseminate the results of their research through the presentation of posters, papers and other formats in inter/national scientific meetings.
The Research Seminar III is aimed at monitoring the implementation of the doctoral work, promoting the conclusion of the empirical work and the writing of the PhD thesis.