Issues and Problematics in Contemporay Education

Code:

PDCE03

Acronym:

QPEC

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2009/2010 - A

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Doctoral Program in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
PDCE	29	Official Curricular Structure 2007	1	-	20	120	540

Teaching language

Portuguese

Objectives

This course addresses major issues and themes in the educational field, aiming to transform them into research problems that might contribute to enlarge knowledge frontiers. It is organized around structuring axes in Education and Social Sciences: power, regulation, professionality and rights, that take into account major ruptures of contemporariness – the fragmentation of knowledge and the fact that educational contexts (including non-school) are not only massified but confronted with issues of (in)equality, differentiation/diversity and social justice.
More specifically, the course has the following learning goals:
. foster an advanced knowledge in academic and professional domains;
. produce inter/disciplinary knowledge for the analysis and intervention regarding complex educational and training situations;
. stimulate the systematization of existing knowledge and the production of original knowledge;
. create opportunities to contact innovative research projects and investigators.

Program

The course is organised around the following modules:
module 1: The Centre for Educational Research and Intervention (CIIE) as a research unit
* area 1: policies, politics and participation
* area 2: training, knowledge and education and work contexts
* area 3: citzenships, diversities and historical knowledge
* area 4: innovation, culture and education
module 2:curricula and identity formation
module 3:education and local development
module 4: citizenship(s) and education
module 5: higher education policies

Mandatory literature

Luc Boltansky; Le nouveau esprit du capitalisme
Inclusion and Democracy; Iris Young, Oxford University Press, 2000
Stephen Stoer e António Magalhães; A Diferença Somos Nós, Afrontamento, 2005
Bernard Charlot; A relação com o saber
Bernstein, Basil; Pedagogy, Symbolic Control and Identity: Theory, Research, Critique. , London: Taylor Francis., 1996
Dubar, Claude; A Crise das Identidades, CIIE/FPCE/UP, 2005
Derek Heater; What is Citizenhsip, Polity Press, 1999

Teaching methods and learning activities

Teaching methods involve exposition, debate, supervised field work, group work, students’ presentations and tutorial work.

Evaluation Type

Evaluation with final exam

Eligibility for exams

Follows to the regulation of the Doctoral Program.

Calculation formula of final grade

Follows to the regulation of the Doctoral Program.

Examinations or Special Assignments

Assessment is based on the research project (30-50 pages) presented by the doctoral student that involves the identification and operationalization of the research questions and a first draft of the methodological “how-to-do”. The Project will be discussed by a jury of three (or four) professors, including the supervisor (and co-supervisor), at the end of the second semester.

Special assessment (TE, DA, ...)

Follows to the regulation of the Doctoral Program.

Classification improvement

Follows to the regulation of the Doctoral Program.