Critical Analysis of Educational Theories

Code:

MED101

Acronym:

ACTE

Keywords
Classification	Keyword
CNAEF	Educational Sciences

Instance: 2016/2017 - 1S

Active?	Yes
Responsible unit:	Education Sciences
Course/CS Responsible:	Master Degree in Educational Sciences

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MCED	43	Official Curricular Structure	1	-	6	49	162

Teaching language

Portuguese

Objectives

Problematization of the socio-historical process of producing a scientific perspective of the educational object, in order to allow students to understand the ambiguities of modern educational scientificity, the development of a complex and heterogeneous thought with implications in the ways in which are built the Educational problems and their legitimate solutions and the construction of intelligibility frameworks on processes, practices and problems that mark the field of education from the point of view of research and intervention.

Learning outcomes and competences

Under the scope of this UC it is expected that students will be able to:
  - To problematize the historical and epistemological process of the construction of modern scientificity in education
- To know theoretical and methodological discourses, problems and research trends in the field of Education Sciences
- Mastering multi-referential analysis frameworks that are sensitive to educational complexity
- Equating theoretical and methodological tools relevant to the development of research work in Education Sciences and educational intervention
- Equating challenges that are posed to the (re-) scientificization of the educational field
- Develop provisions that rehabilitate the exercise of critical activity in research work and intervention from the contributions of the Sciences of Education
- Take ownership of specific concepts, theories and languages of the Education Sciences.

Working method

Presencial

Pre-requirements (prior knowledge) and co-requirements (common knowledge)

N/A

Program

I. Modern educational scientificity: ambiguities and purposes of a unifying project

II- Peripheral discourses and challenges in the field of research and intervention in education

2.1 Relationships between "wise speeches" and "profane discourses" in the field of education

2.2 Relationship between theoretical matrices and empirical fields

2.3 Relationships between research practices and intervention practices

III - Discourses, policies and practices in the field of Education

3.1 Education, training and work

3.2 Education and Social Inclusion

3.3. Education and Social Change

IV - Research and intervention in the field of Education Sciences

4.1 New objects and new problems in the field of education

4.2 Contributions to an Epistemology of Controversy

Mandatory literature

Boavida, João; Amado, João ; Ciências da Educação: Epistemologia, Identidade e Perspectivas, Imprensa da Universidade de Coimbra, 2006
Canário Rui; O^que é a escola?. ISBN: 972-0-34172-6
Charlot Bernard; Da relação com o saber. ISBN: 85-7307-631-3
Correia José Alberto; Para uma teoria crítica em educação. ISBN: 972-0-34127-0
Correia, José Alberto & Caramelo, João ; “Autonomias e dependências do campo da investigação educacional em Portugal”, Sísifo, 12, 27-36, 2010
Lima, Licínio ; Aprender para ganhar, conhecer para competir: sobre a subordinação da educação na “sociedade de aprendizagem”. , S. Paulo: Cortez , 2012
Teodoro António 570; Educação crítica e utopia. ISBN: 972-36-0757-3
Wallerstein Immanuel 070; Para abrir as ciências sociais

Complementary Bibliography

Candeias, António; Sobre a educação nova.
Charlot, Bernard (coord.); Les sciences de l'éducation: un enjeu, un défi, Paris: ESF, 1995
Correia José Alberto;; Sociologia da educação tecnológica. ISBN: 972-674-160-2
Gillet Pierre; Pour une pédagogique. ISBN: 2-13-040003-5
Hameline Daniel; Courants et contre-courants dans la pédagogie contemporaine.
Hameline Daniel; L'école active. ISBN: 2-13-046785-7
Houssaye Jean (dir.); La pédagogie. ISBN: ISBN 2-7101-1036-9
Lahire, Bernard; Culture écrite et inégalités scolaires. ISBN: ISBN 2-7297-0451-5
Matos Manuel Santos; Teorias e práticas da formação. ISBN: 972-41-2153-4
Nóvoa António; Histoire & comparaison. ISBN: 972-8036-22-1
Pharo Patrick; Le sens de l.action et la compréhension d.autrui. ISBN: ISBN 2-7384-2162-8
Requejo Agustín; Sociopsicoanalisis y educación. ISBN: ISBN 84-7279-191-2

Teaching methods and learning activities

1. In the contact component
- Lecture and Debate
- Analysis and discussion, in a small and large group, of the themes of the syllabus in its contribution to the understanding of research work and intervention in education and of theoretical problems in the field of education
2. In the autonomous work component
- Bibliographic research
- Reading and analysis of the UC bibliography
- Production of written summaries on the themes explored at UC
- Evaluation

Software

N/A

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Trabalho escrito	100,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	117,00
Frequência das aulas	45,00
Total:	162,00

Eligibility for exams

According to the Evaluation Regulation, students obtain attendance when attending 3/4 of the sessions actually held. Excepted are those students who, by law, are exempt from attendance in class

Calculation formula of final grade

The evaluation system adopted is a distributed assessment without a final exam. The classification to be assigned depends of an individual work, classified in a scale of 0 to 20 values. The work may have up to 10 pages of extension and will have to take as reference the questions addressed in the Course. The achievement of a classification lower than 10 values will imply, as an appeal mechanism, a written test, without consultation, on the contents covered during the semester, classified on a scale of 0 to 20 values.

Examinations or Special Assignments

N/A

Internship work/project

N/A

Special assessment (TE, DA, ...)

Students who are exempt from attending classes by law must carry out a written, individual work and discuss it with the professors of the UC (the work must have between 10 and 15 pages) to demonstrate that they have the knowledge and skills required and defined in the Course syllabus. Students in this situation have to contact the UC professors during the first 3 weeks of the semester to define the necessary support and follow-up mechanisms.

Classification improvement

The improvement of the classification supposes the accomplishment of a written test, without consultation, on the contents covered during the semester, classified in a scale of 0 to 20 value

Observations

N/A