Class Phylosophy of Education

The curricular unit introduces students to the field of Philosophy of Education, providing conceptual frameworks for understanding and problematising the foundations, values and purposes that guide educational thought and action. It addresses education as an object of philosophical reflection, considering its ethical, epistemological, anthropological and political dimensions. Contemporary issues related to the intentionality of education, the crisis of foundations, postmodern perspectives, the paradigm of complexity, and the relationship between utopia, pedagogical projects and educational action are analysed. Its relevance within the study programme lies in its contribution to the development of critical thinking and the ability to question, argue and substantiate educational conceptions, decisions and projects in the field of Educational Sciences.

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Syllabus (S) 1. Philosophy and Philosophy of Education 1.1. Identity of philosophy: philosophical attitudes and methods applied to education. 1.2. Philosophy of education as a field of reflection: main currents, perspectives, and challenges. S2. Contemporary Issues in the Philosophy of Education 2.1. The crisis of foundations: critique of teleology and traditional educational models. 2.2. The intentionality of education: values, purposes, and ethics in educational practice. S3. Postmodern Narratives and Education in the Era of Complexity 3.1. The Complexity Paradigm: epistemological and philosophical foundations. 3.2. Complexity in the educational field: implications for curriculum, teaching, and learning.. S4. Utopia, Pedagogical Project, and Educational Action 4.1. The utopia of communication: communicational thinking in pedagogical contexts. 4.2. Between pedagogical objectives and anthropological purposes: the role of utopia in education

The curricular unit integrates active and participatory methodologies that promote problematisation, critical reflection and the collaborative construction of knowledge. The analysis of case studies enables students to mobilise philosophical frameworks in interpreting educational situations and issues, fostering connections between theory and practice. Discussion and debate activities promote evidence-based argumentation, the consideration of different perspectives and the shared construction of knowledge. The use of diverse resources, including texts, videos and quizzes, supports different ways of accessing, exploring and systematising learning. Group work encourages participation and peer communication. Formative feedback, combined with self-assessment and peer assessment processes, supports the monitoring of learning, metacognition and the progressive development of self-regulation.

Berticelli, A., & Ramlow, R. (2018). A Educação na complexidade contemporânea. Revista Contexto & Educação,33 (106)DOI: https://doi.org/10.21527/2179-1309.2018.106.72-83 Boavida, J. (2010). Educação filosófica - Sete ensaios. IUC. Carvalho, A. (2004). Problemáticas filosóficas da educação. Ed. Afrontamento. Carvalho, A. (2005). Itinerários de Filosofia da Educação . Afrontamento Curren, R. (Ed.) (2003). A companion to the Philosophy of Education. Sons Christodoulou, D. (2014). Seven myths about education. New York: Routledge Gonçalves, A. , Costa, F., & Silva, A. P. (2023). Filosofia africana ubuntu na interface do direito universal à educação, ensino público e escola inclusiva. Educação, Sociedade & Culturas, (65), 1-19. https://doi.org/10.24840/esc.vi65.606 Nicholson, D. W. (2021). Philosophy of Education in action: An inquiry-based approach. Routledge