Seminar on Mediation and Training: Project I: Project Design

Code:

E505

Acronym:

SIMF

Keywords
Classification	Keyword
OFICIAL	Social Pedagogy

Instance: 2010/2011 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	First degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
LCED	60	Official Curricular Structure	3	-	6	-

Teaching language

Portuguese

Objectives

-- To acquire knowledge on projects in terms of concepts, theories and models;
-- To understand the importance of projects which adequately integrate their various elements (objectives, issues, situations, actions, strategies, resources, modes of evaluation, schedule,...);
-- To position themselves regarding instituted educational and training projects;
-- To mobilize knowledge on the conception of projects in project designing;
-- To analyse projects relating to diverse training and socio-educational contexts;
-- To design projects adequate to a variety of situations and socio-educational and training contexts.

Program

-- Reasons and meanings of projects
-- Projects and fundamenting action: types and features of projects
-- Configuring elements of a project
-- The project as an organizer of actions/interventions
-- Models and processes for conceiving projects
-- Phases in designing a project
-- Choosing the theme/issue/... as the starting point for the project
-- Analysing project designs
-- Managing and overseeing projects
-- Which place for a socio-educational and training mediator?
-- Project assessment
* Theoretical and epistemological issues around project assessment
* Presenting dimensions and phases of assessment from the point of view of different authors
* Analysing projects following data collected in field visits to institutions

Mandatory literature

BOUTINET, Jean Pierre. ; Antropologia do Projecto, Ed. Piaget, (1996)
ROEGIERS, Xavier ; Analyser une action d’Education ou de Formation, Bruxelas: De Boeck Université, (1997)
LEITE, Carlinda, GOMES, Lúcia, FERNANDES, Preciosa; Projectos curriculares de escola e de turma,, Edições ASA., (2001)
BARBIER, Jean-Marie; Elaboração de Projectos de Acção e Planificação,, Porto Editora, (1993)
HERNÁNDEZ, Fernando e VENTURA, Montserrat; A organização do currículo por projectos de trabalho, , Porto Alegre: Artmed, (1998)
CORTESÃO Luiza; LEITE, Carlinda; PACHECO, José A. ; Antes de falarmos de projecto, é preciso sabermos do que estamos a falar"”, in Trabalhar por projectos em educação, Porto Editora, (2002)
COLÁS Bravo, Mª Pilar e BUENDÍA EISMAN, Leonor, ; Investigación Educativa, Sevilha: ALFAR, pp.71 - 73, (1998).
CAPUCHA, Luis Manuel Antunes ; «Etapas do planeamento (de um projecto) e respectivos critérios de avaliação », in Planeamento e Avaliação de Projectos., Guião prático. DGIDC, Ministério da Educação, pp. 17-27., (2008).
MAGER, Robert ; “Qualidade de objectivos bem formulados”, in MAGER, Robert (1983). A formulação de objectivos de ensino., Editora Globo: Porto Alegre- Rio de Janeiro, pp. 19-48., (1983).
RODRIGUES, Pedro ; “As três lógicas da avaliação de dispositivos educativos “, in Para uma Fundamentação da avaliação em Educação. , Lisboa: Colibri, pp. 93-109., (1994).
FERRÃO, João ; « A avaliação comunitária de programas regionais. Aspectos de uma experiência recente ». In Sociologia, Problemas e Práticas- metodologias de avaliação nº 22. , Lisboa : ISCTE, pp. 29-41., (2000)
MONTEIRO, Alcides ; “A avaliação em projectos de intervenção social: reflexões a partir de uma prática”, in Sociologia, problemas e práticas, metodologias de avaliação nº 22, , Lisboa: ISCTE, pp. 137-154., (2000)
CAETANO, Ana Paula ; «Mediação em Educação: da conceptualização e problematização de alguns lugares comuns à modelização de casos específicos», in Revista de Estudos Curiculares, Ano 3, Número 1, , Braga : Associação Portuguesa de Estudos Curriculares, pp.41-49., (2005).

Teaching methods and learning activities

Lecturing
Debate
Group Work
Guided fieldwork
Presentation of assignments
Role-Playing of activities
Tutorials

keywords

Social sciences > Educational sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	28,00
tutorials	Trabalho escrito	20,00
thematic analysis of texts and their presentation to the class	Trabalho escrito	30,00
dynamic organization of discussion texts	Trabalho escrito	30,00
evaluation	Exame	5,00
design of a project plan	Defesa pública de dissertação, de relatório de projeto ou estágio, ou de tese	30,00
the report to justify the project	Defesa pública de dissertação, de relatório de projeto ou estágio, ou de tese	9,00
	Total:	-	0,00

Amount of time allocated to each course unit

Description	Type	Time (hours)	End date
research base of references to group work	Estudo autónomo	10
	Total:	10,00

Eligibility for exams

To obtain attendance, students need a minimum classification of 8 (out of 20) - as stated by the Regulation (cf article 9) - in each evaluation moment.
If a student did not obtain attendance, he/she can (as long as these had been previously negotiated with the lecturer):
- do the due assignments and tests, to be evaluated with the afore-mentioned weights and adaptations being made regarding the ways of presenting them.
- write a final exam (100% of final classification).

Calculation formula of final grade

-- Group work done during classes (SIMF -S) - 30%
-- analysis of texts, their presentation to the class, and a written synthesis (SIMF -TP) - 30%
-- project plan properly founded (final exam) - 40%

Examinations or Special Assignments

In particular cases, if properly verified and agreed by the Coordination of the Year, written tests may be replaced by oral ones.

Special assessment (TE, DA, ...)

Students who are, by law, not obliged to attend class, should complete the previously stated evaluation components:
- analysis of texts and written synthesis (SIMF -TP) - 30%
- project plan properly founded (final exam) - 70%

Classification improvement

It is possible to improve final grade by writing a new exam for that purpose.