Public School, Teachers' Work and Justice in Education

Code:

OP225

Acronym:

EPTDJE

Keywords
Classification	Keyword
OFICIAL	Educational Sciences

Instance: 2023/2024 - 2S

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	23	Official Curricular Structure	1	-	6	49	162

Teaching language

Portuguese

Objectives

- To know conceptual, epistemological and methodological perspectives in the field of research in public school education, teaching work and teacher training.

- Know a cartography of theories about teaching work.

- Understand the conceptual and practical systems that shape teacher training.

- To question the educational policy of incidence in the teaching work and in the formation of teachers.

- Discuss the effects of public education on the lives of children and young people.

-Build issues in the field of teaching work and teacher training, referenced by an ethical perspective of justice in education.

Learning outcomes and competences

- Critically analyze devices, contexts and socio-educational projects of formal education, issuing opinions, judgments and recommendations in this domain.

- Design, manage and evaluate socio and psychopedagogical guidance programs in a school context.

- Design, manage and evaluate teacher training processes.

- Conceive and develop research projects within the scope of teaching work and teacher training.

- Carry out consultancy and advisory services in educational projects for schools and groups of schools.

- Conduct consultancy and advisory services in institutions and teacher training projects.

- Build issues in the field of teaching work and teacher training.

- Participate in study groups on the impact of school education on the lives of children and young people and on social reproduction.

Working method

Presencial

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

Sociology of education, psychology of education, philosophy of education and psychosociology

Program

I - Transformations of modernity, public education and the teaching profession

1 - Late modernity and crisis of modern school education

2 - Neoliberalism and public education

3 - Narratives about school education and teaching professionalism



II - Ethics and justice in public education

1 - The ethical dimension of school education

2 - Social justice and school justice

3 - Public education and government of subjectivities



III - Tensions and challenges of teachers' work

1 - Educational policy, teaching work and social relevance of the School

2 - Neoliberalism and policies in education

3 - New social mandates for school education



IV- Teacher training and teaching work

1 - Teacher training and epistemologies of teaching work

2 - Critical analysis of initial and continuing teacher training policies

3 - Training of teachers and justice(s) in education

Mandatory literature

Derouet, J.-L.; L'École dans plusiers mondes, De Boeck Université
Dubet, F. ; O que é uma escola justa, Seuil, 2004
Pereira, F. ; Educação pública, formação de professores e epistemologia(s) do trabalho docente. Relatório da unidade curricular., Repositório da FPCEUP. Provas de Agregação., 2016
Fátima Pereira; Teacher education, teachers’ work and justice in education: third space and mediation epistemology, Australian Journal of Teacher Education, 44(3), 76-92, 2019
Estevão. C.; Justiça complexa e educação. Uma reflexão sobre a dialectologia da justiça em educação, Revista Crítica de Ciências Sociais, nº 64, 107-134, 2002

Complementary Bibliography

Bonal, X.; La educación en tempos de globalización: quién se beneficia?, Educacão e Sociedade, vol. 30, nº 108, 653-671, 2009
Pereira, F.; Initial teacher education for social justice and teaching work in urban schools: An (im)pertinent reflection, Alberta Journal of educational Research, 59(2), 162-180, 2013
Tardif, M. & Lessard, C. ; O trabalho docente. Elementos para uma teoria da docência como profissão de interações humanas, Vozes, 2005
Imbert, F.; La question de l'éthique dans le champ éducatif. Pour une praxis pédagogique, Matrice, 1987

Teaching methods and learning activities

In methodological terms, the aim is to create cognitive, axiological and psychosocial conditions for access to knowledge and for reflection and critical analysis on public schools, teaching work and teacher training.

Participatory methodologies and critical appropriation of the syllabus are privileged, with a contact component (48 hours) and an autonomous work component (114 hours), which complement each other. During the contact hours, critical analysis of research projects and texts is expected, as well as a dialogic exhibition with discussion of program contents by the teacher, and the presentation of group work on texts from the collection.

The autonomous work considers the dynamics necessary for the development of group work and the elaboration of an essay on a theme of the program.

keywords

Social sciences
Social sciences > Educational sciences

Evaluation Type

Distributed evaluation with final exam

Assessment Components

designation	Weight (%)
Apresentação/discussão de um trabalho científico	20,00
Trabalho escrito	50,00
Trabalho prático ou de projeto	30,00
Total:	100,00

Amount of time allocated to each course unit

designation	Time (hours)
Apresentação/discussão de um trabalho científico	2,00
Estudo autónomo	30,00
Frequência das aulas	46,00
Trabalho de investigação	54,00
Trabalho escrito	30,00
Total:	162,00

Eligibility for exams

Classes are subject to verification of attendance. Without prejudice to the provisions of point 3A of the evaluation regulation, students who have a number of absences equal to or less than 25% of the scheduled classes will obtain frequency.

Calculation formula of final grade

The assessment is of the distributed type with a final exam, focusing on three components: the group presentation of a text from the collection and the dynamisation of a debate relevant to its understanding (40%); a one-page individual critical record of the text (10%); and an individual theoretical essay (50%), to be handed in on the date set for the CU exam. The presentation and discussion of the text will be assessed according to the following criteria: theoretical correctness; analytical relevance; and the quality of the debate promoted. The critical account of the text will be assessed according to the following criteria: theoretical correctness; and critical perspective. The essay will be around 8 pages long and will be assessed according to the following criteria: theoretical correctness; conceptual coherence; critical analysis; clarity and correctness in writing; and correctness in formatting.

Examinations or Special Assignments

N/A

Internship work/project

N/A

Special assessment (TE, DA, ...)

The assessment of working students who do not meet the frequency condition and choose to enjoy the student-worker status will consist of a theoretical essay on one of the themes of the program (40%) and a final exam (60% ) to be held in the last week of classes. For this purpose, students should contact the teacher in the first week of classes.

Classification improvement

The classification improvement can be accomplished through the elaboration of a new theoretical test to be delivered on the date foreseen in the exams calendar.

Observations

x