Epistemological Elements in Management and Educational Administration

Code:

DE125

Acronym:

FEGAE

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2017/2018 - 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	11	Official Curricular Structure	1	-	6	49	162

Teaching language

Suitable for English-speaking students

Objectives

The main objective is to approach meanings of critical reflection that have been held in the most different epistemological fields related to the area of ​​administration and educational management. 
It is about (i) thinking and problematizing epistemological and educational processes; (ii) to know and develop processes of autonomy and democratic governance; (iii) develop projects in the fields of administration, management and educational leaderships, and foster the creation of critical and supportive moments of cooperation, reflection and debate that favor: 

1. To elaborate evaluation studies according to specific theoretical-conceptual and methodological frameworks from different research paradigms;


2. To deepen scientific knowledge in the field of epistemology;


3. Theoretically problematize a field that today is socially highly valued;


4. Reflect and intervene on ethical policies, processes and practices in educational administration;


5. Confronting different perspectives of educational administration, with emphasis on critical and multiparadigmatic focus;


6. To reflect critically on the axiological dimensions of educational administration.

Learning outcomes and competences

This program addresses issues related to theories, conceptions, epistemological models and practices of school administration and management based on the understanding of the socio-organizational characteristics of the State, the educational system and the school. The study of these processes aims to develop and to base a more heuristic and dialectical epistemological conception of administration of educational organizations (as theory and practice) considering the structural specificity and complexity of these and to critically perceive the function and necessity of the models and processes of management and administration of the Organizations as systems of regulation and or emancipation.

 



Learning outcomes

1. To design solutions for administrative problems in the educational field, based on the methods studied.


2. Knowing organizational theories and epistemologies in education;


3. Analyze critically paradigms, models, devices, practices and processes of educational administration;


4. To know methods and processes of direction, planning, organization, control and evaluation in a school context.

Working method

Presencial

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

No prerequisites.

Program

The contents of this curricular unit will have to take into account the profile and the interests of the students who sought the mastership of the master's degree in which this unit fits, although there is a set of reference problems that allow to mark both the training work that takes place in the And to support the process of exploiting the above-mentioned interests. In this perspective, it is part of a heuristic way of problematizing and enunciating studies and is structured in a critical educational intentionality based on the contributions of three theoretical axes and their thematic sub-areas: (i) Paradigms and Cognitions in Administration, (ii) Epistemologies in Management And Administration and (iii) Epistemological Foundations in Autonomy and Educational Administration.

PROGRAM:

1. Introduction to Knowing and its approaches in Management and Administration
2. Epistemologies in Management and Administration;
3. Paradigms of Cognition and Educational Administration;
4. Organizational Theories and Educational Administration;
5. Organizational Change and Democratic Management;
6. Values ​​and Ethics in Educational Administration;
7. Education, Autonomy and Governance of Organizations.

In short, these are the paradigmatic contents that serve as reference to the configuration of the curricular unit. These are contents that relate to some of the concrete challenges facing schools, which will also serve as a pretext for developing a broader reflection on the historical, political and educational epoch in which we live, in Insofar as it is not possible to dissociate those contents from the vicissitudes and configurations of the same time and its dynamics.

Bibliography

Antunes, Fátima & Sá, Virgínio (2010). Públicos Escolares e Regulação da Educação: Lutas concorrenciais na arena educativa. Vila Nova de Gaia: Fundação Manuel Leão.

Boavida, João, Amado, João (2008). Ciências da educação : epistemologia, identidade e perspectivas. 2ª ed . Coimbra: Imprensa da Universidade de Coimbra, 2008. ISBN 978-989-8074-63-8.

Barroso, João (org.) (2006). A Regulação das Políticas Públicas de Educação. Lisboa: Educa. 

Barroso, João (1996). O estudo da escola. Porto: Porto Editora.

Bates, Richard (2006). Educational administration and social justice. Education, Citizenship and Social Justice, vol. 1(2), pp. 141-156.

Brassard, André (2000). L’institutionnalisation du champ d’études de l’administration de l’éducation. Revue Française de Pédagogie, n. 130, pp. 15-28.

Bush, Tony (2003). Theories of Educational Leadership and Management. London: Sage.

Correia, José A. (1998). Para uma teoria crítica em educação: Contributos para uma recientificação do campo educativo. Porto: Porto Editora.

Costa, Jorge A.; Neto-Mendes, António; Ventura, Alexandre (2007). A assessoria na educação em debate. Universidade de Aveiro, 2007.

Estêvão, Carlos V. (2004). Educação, justiça e autonomia. Porto: Asa Editores.

Evers, Colin & Lakomsky, Grabriele (2000). Doing Educational Administration - A theory of administrative practice. Amsterdam: Pergamon Press.

Ferreira, Elisabete (2017). Em volta do governo das escolas as autonomias são credíveis? In Lima, Licínio, Sá, Virgílio, orgs. (2017). O governo das escolas - Democracia, controlo e performatividade. Braga: Edições Húmus. ISBN 978-989-755-265-6

Ferreira, Elisabete, Correia, José Alberto, & Lopes, Adélia (2015). Repensar as lideranças escolares em questões de aprendizagem e equidade. Revista Lusófona de Educação, 30, 59-72.

Ferreira, Elisabete (2012). (D)enunciar a autonomia. Contributos para a compreensão da génese e da construção da autonomia escolar. Porto: Porto Editora.

Freire, Paulo (1997). Pedagogia da autonomia. Rio de Janeiro: Paz e Terra.

Griffiths, Daniel (1979). Intellectual turmoil in educational administration. Educational Administration Quarterly, n. 15, vol. 3, pp. 45-65.

Lima, Licínio C. (2007). Administração da educação e autonomia das escolas. In Conselho Nacional de Educação. A educação em Portugal (1986-2006). Lisboa: CNE.

Lima, Licinio C. (2001). A escola como organização educativa: uma abordagem sociológica. São Paulo: Cortez.

Morgan, Gareth (1989). Images de l.organisation. Québec : Les Presses de l’Université Laval.

Nóvoa, António S. (org.) (1992). As Organizações Escolares em Análise. Lisboa: Publicações Dom Quixote.

Paro, Vítor H. (1988). Administração escolar. Introdução crítica. 3ª ed. São Paulo: Cortez.

Trindade, Rui (2009). Escola, Poder e Saber: a acção pedagógica em debate. Porto: Livpsic.

Mandatory literature

Boavida João; Epistemologia, identidade e perspectivas. ISBN: 972-8704-69-0
Correia José Alberto; Para uma teoria crítica em educação. ISBN: 972-0-34127-0
Ferreira Elisabete; (D)enunciar a autonomia. ISBN: 978-972-0-34962-0
Ferreira, Elisabete, Correia, José Alberto, & Lopes, Adélia; Repensar as lideranças escolares em questões de aprendizagem e equidade. , 2015
Lima Licínio C.; A^escola como organização educativa. ISBN: 85-249-0802-5
Lima Licínio C.; Organização escolar e democracia radical. ISBN: 85-249-0735-5

Teaching methods and learning activities

Lectures on dialogues;
Debates;
Study and research work;
Tutorials.

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	10,00
Trabalho escrito	90,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	113,00
Frequência das aulas	49,00
Total:	162,00

Eligibility for exams

The legal requirements are met for ordinary students or holders of a special status. The evaluation method adopted is the distributed evaluation without a final exam, guaranteed at a frequency of 75% of the classes given. Following the principles of this modality the evaluation of this training component contemplates:

1. There will also be a formal evaluation moment, written and face-to-face, at the end of the semester.


2. Participation active in the classes in the accomplishment of the works / exercises proposed and that integrate the contents discussed.


3. Individual and group research.

Calculation formula of final grade

The evaluation Type is "Distribution without final exam" constituted by the following components:

- Active participation in class - 10%

- Time for individual formal evaluation, written synthesis - 90%

 

In case the student fails in one of the planned evaluation components will have to reformulate the component in question. The assessment below 8 values ​​per assessment component is considered insufficient. The final classification awarded will be expressed in a scale of 0 to 20 values.

Examinations or Special Assignments

Not foreseen.

Internship work/project

Not foreseen.

Special assessment (TE, DA, ...)

In accordance with the legislation.

Classification improvement

It can be carried out according to the legislation in a final exam.