Training Pathways and Cognitions in Education

Code:

E602

Acronym:

PCCF

Keywords
Classification	Keyword
OFICIAL	Adult Education

Instance: 2010/2011 - 2S

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	59	Official Curricular Structure	3	-	3	-

Teaching language

Portuguese

Objectives

By giving special importance to discussing the tensions between instrumental action's logic and communicational action's logic as something that is part of training systems, this course brings a specific contribution to the development of reading, interpretation and analysis skills which are inherently part of any activity where cognitive processes are implicated. Specifically, it focuses on the relation between experience, narrativity and socio-discursive analysis of training paths and processes while promoting the recognition of the importance of language in structuring and enriching subjectivity and human interaction within the educational domain. It aims at a theoretical and critical re-appropriation of practical skills exercised in day-to-day experiences, and at their personal and professional mobilisation through the use of adequate methods, techniques and resources. Therefore it has:

1. Global Aims:
-- To analyse training as a process of self construction and recognition;
-- To identify (in this process) the constitutive moments of the training path: from experience to action and from action to awareness;
-- To analyse and recognise the importance of this course in terms of its specific contribution to the training.

2. Skills:
-- Students are supposed to develop skills for analysing training systems and to acquire the conceptual and practical tools necessary for involvement in conceptualizing, following and executing training projects and projects dealing with the recognition of acquired skills and knowledge. The students are therefore expected to be able to:
-- Analyse the cognitive process in its theoretical complexity: from the perspective of knowledge as 'mental representation' to the perspective of knowledge as competency emerging from 'action and communication';
-- To identify, analytically and critically, the epistemological perspectives underlying the already mentioned theoretical perspectives: from positivistic objectivism to interactionism and to intersubjectivity;
-- To access their respective study methodologies (ethno-methodologies, training biographies, narratives, case studies...).

Program

1. The issue of training in the context of new theoretical, methodological, and practical determinations emerging from contemporary society.
1.1. Competencies vs. qualifications: analytical recognition of this distinction and its implications for the social and work worlds.
1.2. Theoretical referentials structuring new competencies: symbolic interactionism, language as universal pragmatics and socio-discursive and communicational action;
2. Training paths and work contexts: experience, the semantics of action and the meaning of work:
2.1. Ergonomics and organizational contexts: from prescribed work to real work and the emergence of knowledge;
2.2. Work, alienation and production of oneself: from an instrumental action logic to an experiential 'happening' logic; conditions for accessing self-identity: narrativity.

Mandatory literature

BRONCKART, J-P.; Ação, Discurso e Racionalização: a Hipótese de Desenvolvimento de Vygotsky Revisitada. In Atividade da linguagem, discurso e desenvolvimento humano. , Organização: Raquel Machado e Maria de Lourdes Meirelles Matencio.Campinas, S.P. Mercado das Letras, 2006, pp. 59-92, 2006
BRONCKART, J-P; «Os géneros de texto e os tipos de discurso como formatos das interacções propiciadoras de desenvolvimento» In Atividade da linguagem, discurso e desenvolvimento humano., Organização: Raquel Machado e Maria de Lourdes Meirelles Matencio. Campinas.. Campinas, S.P. Mercado das Letras, 2006, pp. 121- 160, 2006
BRONCKART, J-P; «A noção de competência: qual é sua pertinência para o estudo da aprendizagem das acções de linguagem?», In J. Dolz & E. Ollagnier (Eds) O enigma da competência em educação. Porto Alegre: Artmed, pp. 29-46, 2004
CHARLOT, B.; Le rapport au savoir en milieu populaire. Une recherche dans les lycées professionnels de banlieue , Paris: Anthropos, 1999
CHARLOT Bernard; Da relação com o saber , Porto Alegre:Artmed, 2000. ISBN: 85-7307-631-3
CORREIA José Alberto de Azevedo e Vasconcelos; Formação e trabalho: contributos para a construção de uma epistemologia da mediação, 1997
MATOS, Manuel; CORREIA, José Alberto; Contributos para a produção de uma epistemologia das práticas formativas: análise de uma intervenção no domínio da saúde comunitária, Separata de: Educação de adultos em Portugal : situação e perspectivas : actas / Jornadas de Educação de Adultos. Coimbra : Comissão Organizadora das Jornadas de Educação de Adultos, 1996, pp.333-346, 1996
FALZON, Pierre; Ergonomie cognitive du dialogue, Grenoble: Presses Universitaires de Grenoble, 1989. ISBN: 2-7061-0331-0
HABERMAS, Jurgen; Sociologie et Théorie du Langage, Paris:Armand Colin, 1995. ISBN: 2-200-21625-4
HABERMAS, Jurgen; Consciência moral e agir comunicativo, Rio de Janeiro: Edições Tempo Brasileiro, 1989. ISBN: 85-282-0008-6
LARROSA BONDÍA, Jorge; La experiencia y sus lenguajes , (http://www.me.gov.ar/curriform/publica/oei_20031128/ponencia_larrosa.pdf)
LARROSA BONDÍA, Jorge; Notas sobre a experiência e o saber de experiência , (http://www.anped.org.br/rbe/rbedigital/RBDE19/RBDE19_04_JORGE_LARROSA_BONDIA.pdf)
MATOS, Manuel; Teorias e práticas da formação:contributos para a reabilitação do trabalho pedagógico, Porto: Edições Asa, 1999. ISBN: 972-41-2153-4
VYGOTSKY, Lev; Pensée et Langage, Paris: La Dispute, 1997. ISBN: 2-84303-004-8
Pereira Maria de Fátima; Transformação educativa e formação contínua de professores. ISBN: 972-783-043-9
Fátima Pereira; Infância, educação escolar e profissionalidade docente. Um mapeamento social dos discursos em formação inicial de professores, FCG/FCT, 2010

Teaching methods and learning activities

1. pedagogical organization
Given the nature of its objectives and considering the structure of the programme, the curricular development adopted for this curricular unit aims at realizing a pedagogical organization privileging students' involvement and action, both in and beyond class times. In supporting that, a collection of texts will be organized and made available to the students so that they can be worked on during sessions according to a plan of reading, interpreting, and commented analysis both individually and in groups.
From this work, each student will write a short record of each session, configuring what could be called a 'personal training path' which will be considered for continuous evaluation purposes, as will be specified in a following section.
This activity, centered on texts, will be monitored by the lecturer, both during sessions and in the Moodle platform which will be systematically used as a resource supporting work to be done.

keywords

Social sciences > Educational sciences > Learning studies

Evaluation Type

Distributed evaluation without final exam

Assessment Components

Description	Type	Time (hours)	Weight (%)	End date
Attendance (estimated)	Participação presencial	46,00
	Total:	-	0,00

Eligibility for exams

The adopted assessment type makes it compulsory for the students to comply with attendance norms, while not disregarding what is stated in point 4 of article 9 of the evaluation regulation.

Calculation formula of final grade

Two components will be considered in the evaluation of this course: the first component is the personally organized dossier compiled from the set of written records - relative to each session - which constitutes the student's 'personal training path'; a second component is constituted by a part of the Seminar Report (possibly a chapter) considered to be relevant in terms of the themes, concerns and objectives of this curricular unit. At an adequate time and in class, a discussion will be held regarding which criteria should be considered relevant and preside the evaluation of the first component. In terms of the second component, the criteria taken into account are:
- Global organization of the text and the quality of the writing;
- Analytical properties and quality of the arguments in the text;
- The level of critical appropriation of the utilized information, considering the objectives of the course.
Each of these components has a 50% weight in the final mark.

Examinations or Special Assignments

Obtaining a mark lower than 8 in any of the evaluation components will oblige the student to revise the respective component or it will not be possible for the student to stay in the distributed assessment regimen.

Special assessment (TE, DA, ...)

Students who are legally exempt from class attendance obligations should write a 'reading synopsis' on one of the texts in the collection of support texts for the course and have a scheduled oral presentation of it arranged with the lecturer. In terms of the second evaluation component, these students have the same task as their colleagues.

Classification improvement

Students have the opportunity to improve their classification by writing a test on the contents of the curricular unit.

Observations

The afore-mentioned collection of support texts for the curricular unit will be made available at the copy center of FPCEUP and, in part, through the Moodle platform.