Crianças e Adolescentes Como Atores Políticos: Construção de uma cidadania participatória em contexto escolar e desportivo

Code:

E526

Acronym:

CACAP

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2020/2021 - 1S

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	15	Official Curricular Structure	3	-	3	28	81

Teaching language

Suitable for English-speaking students
Obs.: Português

Objectives

Learning outcomes and competences

At the end of this CU the students will be able to:

Understand the phenomenon of citizenship and civic participation in the initial periods of life;
Have the capacity to make a critical analysis of socio-educational and political projects that involve the promotion citizenship education;
Mobilize concepts and build a socio-educational proposal to promote citizenship education, depending on the specificities of the contexts (schools and sports clubs) and groups under consideration (children and adolescents).

Working method

Presencial

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

N.A.

Program

1. From child to actor: citizenship and participation in contexts of education

• Citizenship: conceptions, spaces and practices.


• Participation: from global rights of children until the right to participation; typologies and levels of participation.


• Civic and political involvement of children and young people: a developmental perspective.

1. Citizen school

• Citizenship and Education: the role of School, Citizenship and School Ethos


• Citizenship Education: concept, evolution, school programs and spaces.

1. The Role of Sports Contexts

• Dynamics of organization and ecologies of sports contexts.

1. Development of participatory citizenship projects in proximity communities.

Mandatory literature

Adler, M. (1993); The meaning of ‘school ethos’. Westminster Studies in Education, 16 (1), 59-69., 1993
Apple, M., & Beane, J. A. (2000); Escolas democráticas, Porto: Porto Editora., 2000
Araújo, H. (2008); Teachers’ perspectives in Portugal and recent institutional contributions on citizenship education. Journal of Social Science Education, 6(2), 73- 83, 2008
Beiner, R. (1995); Theorizing citizenship. , Albany: State University of New York Press., 1995
Biesta, G., Lawy, R., & Kelly, N. (2009). ; Understanding young people’s citizenship learning in everyday life: The role of contexts, relationships and dispositions. Education, Citizenship and Social Justice, 4(1), 5-24., 2009
Dias, T. S. (2016); Como pensam "elas" a organização das sociedades e o exercício da cidadania. Do desenvolvimento do pensamento político à vivência da cidadania participada em contexto escolar no pré-escolar e ensino básico. , EDISERV. 2016, Edita-me, Editora, LDA, 2016. ISBN: ISBN: 978-989-99315-4-1
Hart, R. (1992); Children´s participation: From tokenism to citizenship. Florence: Unicef International Child Development Centre (UNICEF)., 1992
Haste, H. (2004); Constructing the citizen. Political Psychology, 25(3), 413-439, 2004
Wong, N., Zimmerman, M. A., & Parker, E. A. (2010); A typology of youth participation and empowerment for child and adolescent health promotion. American Journal of Community Psychology, 46, 100 ˗ 114.. ISBN: doi: 10. 1007/s10464-010-9330-0
Ferreira, M. (2004). ; Do “avesso” do brincar ou… as relações entre pares, as rotinas da cultura infantil e a construção da(s) ordem(ens) social(ais) instituinte(s) das crianças no jardim de infância. In M. Sarmento, & A. Cerisara (Eds.),, ). Porto: Edições Asa., 2004

Complementary Bibliography

Adelson, J., & O’Neil, R. (1966). ; The growth of political ideas in adolescence: The sense of community. Journal of Personality and Social Psychology, 4, 295-306., 1966
Berti, A. (1988). ; The development of political understanding in children between 6-15 years old. Human Relations, 41(6), 437-446., 1988
Biesta, G. (2011).; Learning democracy in school and society: Education, lifelong learning and the politics of citizenship. Rotterdam: Sense Publishers., 2011
Dias, T. and Menezes, I. (2014); Children and adolescents as political actors: visions of politics and citizenship, Journal of Moral Education, Vol. 43 No. 3, pp. 250-268., 2014

Teaching methods and learning activities

Exposition, debate, group work and tutorial orientation.

keywords

Social sciences > Political sciences
Social sciences

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	0,00
Trabalho escrito	60,00
Trabalho prático ou de projeto	40,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Estudo autónomo	35,00
Frequência das aulas	28,00
Total:	63,00

Eligibility for exams

The possibility to benefit the continuous evaluation modality implies the presence in at least 75% of the hours of academic contact.

Exempted from verification of attendance conditions referred to above are the cases provided by law, namely the workers studying. They should contact the teacher 20 days after the beginning of the semester.

According to the discipline's evaluation modality, to obtain the curricular degree, the regular enrolled state, the limit of the number of absences corresponding to 25% of the classes scheduled and present the collective work and the individual until data stipulated in the annual calendar.

The non-performance / presentation of some activity provided for in the evaluation methods will result in an oral examination that contemplates the objectives defined for the collective work and the individual work. In this case, the oral test will have the value of 100%, not being weighed any classification of the distributed evaluation.

Calculation formula of final grade

A working group classification takes place on a scale 0-20 and will have a weighting of 60% in the calculation of the final grade of CU.

The individual work takes place on a scale 0-20 and will have a weighting of 40% in the calculation of the final grade of CU.

Final standings (60% + 40%) = 100%

Students who have a negative classification or do not deliver the work expected will take an oral examination of all the contents developed in the course unit.

Examinations or Special Assignments

N.A.

Internship work/project

N.A.

Special assessment (TE, DA, ...)

Students who are exempt from UC contact hours by law will be required to perform a special face-to-face test to assess CU's domain of competencies and program content

Classification improvement

Through an oral examination that contemplates the objectives defined for the collective work and for the individual work (CU goals).

Observations

N.A.