Class Introduction to Education Studies

This Curricular Unit (UC) aims to give a general perspective on the history and development of Educational Sciences and the contributions of this field role today, considering Social Education as an aggregating domain of this degree. The purposes of this CU are related to the construction of a knowledge framework that considers the contributions of the history of education, pedagogy, philosophy, psychology, sociology and anthropology to the domain of Educational Sciences. To build this framework of knowledge, the aim is to stimulate curiosity, research and reflection based on knowledge to be developed, using texts from referenced authors in this field and reflecting on the experiences of students, following specific methodologies of construction of knowledge, that is, scientific methodologies.

Not applicable

1. Education Sciences: what are they? What is its origin? What are the most relevant phases? What is the contribution of the different areas of knowledge to Educational Sciences? 2. Education, Pedagogy, Social Pedagogy and Social Education 3. National and International Education regulatory bodies: the Basic Law of the Educational System and the organization of the Portuguese educational system; the EU, UNESCO, the OECD; 4. Ideas and reference authors in Education: Socrates (470 BC – 399 BC), Comenius (1592 – 1670), Rousseau (1712 – 1778), Pestalozzi (1746-1827), Dewey (1859 – 1952), Montessori (1870 – 1952), Irene Lisboa (1892 – 1958), Freinet (1896 – 1966), Maria Amália Borges de Medeiros (1919 – 1971), João dos Santos (1913 – 1971), Rui Grácio (1921 – 1991), Sérgio Nice (1940 - …) 5. Current Educational Sciences: Inclusive Education; Technologies in Education: potential and challenges

Classes will be based on active and creative learning methodologies, such as dialogue, research, reading texts, various presentations, reflections, discussions about literature and audiovisual documentation, interspersed with various writing, expressive and debate exercises. The evaluation will be continuous and will take into account two items: A – Participation in classes (70%): planned or spontaneous interventions, work in small groups or individuals and the construction of the individual digital portfolio. Punctuality and an appropriate and proactive attitude in classes will also be taken into consideration. B – Individual test (30%) to be carried out in person, in class, in date to be agreed with the students. Everything else follows from the General Assessment Regulations of Universidade Lusófona.

Baptista, I. (2019). Pedagogia Social: Uma ciência, um saber profissional, uma filosofia de acção. Cadernos de Pedagogia Social, 2, 7–30. https://doi.org/10.34632/cpedagogiasocial.2008.1922 Baptista, J. A. (2011). Introdução às Ciências da Educação (U. C. Portuguesa, Ed.). Belchior, M. (2021). Becoming a Sociodramatist: Sociodrama in Education. In D. Adderley, M. Belchior, A. Blaskó, K. Galkocsi, M. Maciel, M. Westberg, & M. Werner (Eds.), Sociodrama - The Art and Science of Social Change (pp. 266–286). L’Harmattan. http://sociodramanetwork.com/sociodrama-theory-and-methods/ . Em português: https://drive.google.com/file/d/1W2-5eyUbewf55EgqRnOPB1Hb5BRVYkTp/view Benavente, A. (2015). O que investigar em Educação? | Revista Lusófona de Educação. Revista Lusófona de Educação, 29, 9–23. https://revistas.ulusofona.pt/index.php/rleducacao/article/view/5091 Freire, P. (1972). Pedagogia do Oprimido. Edições Afrontamento.