Fields of Specialization
In the 2019-2021 edition, this course is organized with the following domains:
In the 2020-2022 edition, this course is organized with the following domains:
Education, Communities and Social Change
The domain "Education, Communities and Social Change" crosses the knowledge and intervention patrimony of two research areas - "Politics, Policies and Participation" and "Local Development and Adult Education" - in a training proposal that, globally, seeks to promote the development of research and intervention modes attentive to the dynamics of local and participatory construction of education and training processes, in problematics and with diverse publics, and to the sociopolitical dimensions that surround and configure them.
In particular, it is intended to provide students with the knowledge and skills they need to: (i) reflect on educational, social and community intervention policies, programs, projects and practices and their educational meanings and concepts of social change; ii) base and develop professional practices of socio-educational intervention in fields such as community intervention, youth and adult education and training, socio-cultural animation, training of trainers and other human development professionals.
In this edition there will be a specific focus on health community field and its educational, political and social implications. Specifically, it will include:
Based on a theoretical framework about the health community theme, this domain is expected to contribute to the students thinking on the educational in its relationship with rights and participation in the communities. Institutions of the third sector, civil society organizations, as well as schools and other educational spaces, will constitute contexts with potential to plan and develop both research and intervention projects in this field.
Education, Gender, Body and Violence
Increasingly, violence is a social and educational problem, which undertakes gender features, currently inacceptable. In a historical perspective, the social construction of gender is being conceptualized in a more complex way, exceeding the biologist and binary conceptions of the feminine and the masculine. Furthermore, the modernity heritage overestimated the mind in Education, establishing a dichotomy with the Body, which is challenged by current knowledge.
Diverse forms of violence against women, children and elderly people constitute signs of dehumanization and their acceptance eventually pollutes all dimensions of social life. The awareness of victims suffering — which has been silenced until recently — is the result of social movements, cultural transformations, research and greater ethical concerns have lead to the production of public policies for its combatting.
All violence has a bodily dimension, as the body is the locus of lived experience(s) demanding from Education new perspectives and new stances for educational action. Sciences of Education have been producing knowledge and training in a systematic way, evidenced by post-graduations (Prevention of Gender Violence in the School and in the Family), sciences education masters specializations (Risk, Vulnerability and Violence 2010-11; Gender, Education and Citizenship 2006-09). In the social and historical perspective, the specializations of Cultural Heritage (2005-07; 2012-14) and on Culture (2016-18) as well as in Intercultural Dialogue (2006-08) have highlighted the emergency of the body in education ether as object of sanitizing (the hygiene social movement) and medical care, or as strengthening and body invigoration of the population, as well as the locus of presentation and re-presentation of the individual, the social, and the symbolic.
In this specialization, the focus will be an interdisciplinary educational approach taking into consideration gender, embodiment and violence, crossing historical, anthropological, sociological, cultural studies and feminist studies perspectives.
Higher Education: Policies, Institutional Governance, Management and Administration
This area of the Master on Education Sciences aims to promote the specialized training of students in the study of higher education policies, governance, management and administration. It is intended that they acquire knowledge and competences that enable them to:
Students will be given the opportunity to be involved in research projects in the fields of higher education studies and the option for the curricular internship will be supported by their insertion in institutional contexts, with a view to favoring the initiation to autonomous professional practices and integration into the professional environment.
School, Community and Democracy: Pedagogy, literacy and innovation
The problem of pedagogical innovation is a field marked by tensions and contradictions that force an effort of conceptual clarification, which leads us to value Epistemology as a reference area that has been underestimated. This is a tendency that can be explained, in large measure, by the weight that Psychology, as an area seen as revealing the contours of educational actions in schools, assumed in the movement of refusal of the paradigm of instruction. Focusing on students and their personal and social development, this trend contributed to devalue the culturally validated heritage of information, instruments, procedures and attitudes, thus devaluing the epistemological reflection on this heritage. In this sense, the educational debate is impoverished and generated a set of conceptual impasses that, in some way, have hindered the reflection with evident damages in the field of teacher training, in the research field and in the public debate itself about the transformation of school education projects. It is urgent to demonstrate the misconceptions that have been nurtured by the pedagogical paradigm of learning (Trindade & Cosme, 2010)1 and to explore the conceptual possibilities that open up with a reflection within is the relationship between students, in its singularities, and the culturally validated heritage, in its particularities, which becomes the focus of teachers' attention.
If this dimension is one dimension that structures the domain of the Master in Sciences of Education that we have to dynamize, it is important to take into account another dimension that concerns the need to value the development of students' literacy, in the most diverse areas of knowledge, as a goal of school education projects in the contemporary world. It is this objective that justifies, once again, the importance of epistemological reflection as an essential component of the debate about the meanings of pedagogical innovation projects.
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[1] Trindade, Rui; Cosme, Ariana (2010). Educar e aprender na Escola: Questões, perspectivas e respostas pedagógicas. V. N. de Gaia: Fundação Manuel Leão.
Academic Department
T. | +351 22 042 89 00
E. | s_academico@fpce.up.pt
Official Code: | 6031 |
Director: | Alexandra Sá Costa |
Acronym: | MCED |
Academic Degree: | Master |
Type of course/cycle of study: | Masters Degree |
Start: | 2007/2008 |
Duration: | 4 Semesters |