Organizations and Educational Management

Code:

E401

Acronym:

OAE

Keywords
Classification	Keyword
OFICIAL	Curricula Studies

Instance: 2019/2020 - 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	55	Official Curricular Structure	2	-	6	57	162

Teaching language

Suitable for English-speaking students

Objectives

his curricular unit intends to contribute to the study and characterization of Portuguese Educational Organizations and Public Administration by bringing contributions from the organizational, psychosociological and political domains. Perspectives on Educational Administration, Organizational Theory and Psychosociology of Organizations are developed. Educational (and non-educational) organizations, as well as their general administration, are critically analysed and interpreted, particularly in this course, regarding the processes of democratic governance and school autonomy. Objectives: — To promote the study of Organizational and Administration issues and the recognition of their impact in Education; — To contribute to the theoretical development in the psychosociological, organizational and administration domains of education, focusing on educational organizations and the school; 

— To study the organizational processes of 'democratic governance', leadership and mediation; — To analyse the processes of development of school governance and school autonomy. Competencies: — To analyse organizational and administration phenomena and ideologies, in Portuguese Education (in school and non-school contexts); — To identify and apply different models and organizational images in analysing and understanding educational organizations; — To problematize the 'Democratic School' — To study the organizational processes of 'democratic governance', leadership and mediation; — To analyse the processes of development of school governance and school autonomy.

Learning outcomes and competences

Competencies: — To analyse organizational and administration phenomena and ideologies, in Portuguese Education (in school and non-school contexts); — To identify and apply different models and organizational images in analysing and understanding educational organizations; — To problematize the 'Democratic School' and— To study the organizational processes of 'democratic governance', leadership and mediation; — To analyse the processes of development of school governance and school autonomy. Competencies: — To analyse organizational and administration phenomena and ideologies, in Portuguese Education (in school and non-school contexts); — To identify and apply different models and organizational images in analysing and understanding educational organizations; — To problematize the 'Democratic School' and "school Autonomy'.

Working method

Presencial

Program

1. Perspectives, Teaching and Research in Educational Administration in Portugal 1.1 Current situation and challenges of educational administration 1.1.1 A centralized public administration of juridical, normative and legal perspectives 1.1.2 An interdisciplinary curricular unit 2. Critical and Psychosociological analysis of Educational Organizations 2.1 Dimensions of institutional and organizational analysis 2.2 Theoretical axis of organizational thinking 2.2.1 Classical School 2.2.2 Human Relations Theory 2.2.3 Systemic or Contingency Theory 2.3 Educational organizations and the school as organization: theoretical models of analysis, images and metaphors of the school 2.3.1 Bureaucratic Model 2.3.2 Political Model 2.3.3 Ambiguity Model 2.3.4 Cultural Model 2.4 Some Communication and Organizational Processes 3. Education and the 'Democratic Governance' of Organizations 3.1 Legislation and practices of management, administration and direction of organizations and schools 3.2 Democracy in the School: the process of constructing autonomy in the public school 3.2.1 Human agency, relations of power and the development of autonomy 4. Organizational mediation: school as an "Autonomous Communicational Organization"

Mandatory literature

Ferreira Elisabete Maria Soares; (D)enunciar a autonomia
Morgan Gareth; Images de l.organisation. ISBN: ISBN 2-7637-7184-X
Freire Paulo; Pedagogia da autonomia. ISBN: 85-219-0243-3
ULL; O estudo da escola. ISBN: ISBN 972-0-34123-8
Lima Licinio C.; A escola como organização educativa. ISBN: ISBN 85-249-0802-5
Correia José Alberto; Para uma teoria crítica em educação. ISBN: 972-0-34127-0
Nóvoa, António; As Organizações Escolares em Análise, Publicações Dom Quixote, 1992

Teaching methods and learning activities

Lectures and debate on contents Theoretical-practical sessions analysing texts and solving guided exercises Group-work in the classroom Autonomous work/study time Tutorials

Type of evaluation: Avaliação distribuída sem exame final

Software

power-point
windows media player

keywords

Social sciences
Humanities

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	20,00
Trabalho prático ou de projeto	60,00
Trabalho escrito	20,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	20,00
Frequência das aulas	10,00
Trabalho escrito	20,00
Trabalho de investigação	50,00
Total:	100,00

Eligibility for exams

Terms of frequency: Presence in classes will be verified. Except in the cases described in the regulations, students missing more than 25% of the classes will not be admitted to exams.

Calculation formula of final grade

Formula Evaluation: Final mark is expressed on a scale ranging between 0 and 20. Considering that evaluation is an instrument for learning, students are stimulated to experience active and creative processes. Therefore, students have a  individual participation in classroom, discussion in group, and a reflexion presentation individual  (30%); and the group-work produzed un investigacion on line of un Organization (ONG, School, Association...) and presented the Newsletter ( 1 February, 2 March and 2 in April) and a final Revue OAE (May) apresentation in Group (70%).

If the student  have a special studente status will be admitted to the final exam.

Examinations or Special Assignments

Any if necessary to insure adequate evaluation of students in DA.

Special assessment (TE, DA, ...)

The evaluation of special-students who do not comply with the requirement of class attendance, or of those who opt to use their special-student status, will comprise un Exam (70%), in which they present a global synthesis of the Texte Bibliographie (6pgs) and which should be handed in during the last week of April (30%). The evaluation of DA students will take into account the presented difficulties and will use adequate oral or written methods.

Classification improvement

Students may improve their classification once, writing an exam during the scheduled exam seasons.