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Class Contemporary Perspectives on Teaching and Learning

  • Code

    Code

    ULHT6232-22784
  • Syllabus

    Syllabus

    1. Development and consolidation of the school model: curriculum history
    2. School knowledge and its organization: the history of disciplines
    3. The crisis of the school or the school in crisis
    4. Epistemological rupture movements of the school model: from teaching to learning
    5. The emergence of the “school of the future”: social relations, models, characteristics and the profile of actors
    6. Future scenarios: transnational organizations projects
    7. Processes of innovation and change in the school
    8. Innovative schools in Portugal and Europe

  • Objectives

    Objectives

    The student throughout the curricular unit should:
    1) Understand the development of the school model;
    2) To have knowledge about the curriculum history;
    3) Understand the history of disciplines;
    4) Recognize epistemological movements that challenge the school model;
    5) Understand processes of innovation and change in school;
    6) Be able to establish relationships between the social dimensions of the school and the emergence of the "school of the future";
    7) Identify the characteristics of the "school of the future";
    8) Identify the profile of the different actors in the “school of the future”;
    9) Know the future scenarios of transnational organizations’ projects;
    10) Know national and international projects of innovative schools.

  • Teaching methodologies and assessment

    Teaching methodologies and assessment

    The classes will be theoretical-practical, in which the approach of the different thematic lines
    and contents will be based on some fundamental bibliography that will be suggested by the teacher.
    It will also involve previous readings for discussion of texts in class, promoting the sharing of analysis perspectives, presented individually and in groups. On the other hand, a study visit to an innovative school will also be carried out.

  • References

    References

    Caillé, A. (2006). Présentation. Penser La Crise de L’école. Perspectives Anti-Utilitariste. Recherces, 28, Revue du Mauss.
    Canário, R. (2008). A escola: das “promessas” às “incertezas”. Educação Unisinos, 12(2), 73-81.
    Trindade, R., & Cosme, A. (2010).  Educar e Aprender na Escola - Questões, desafios e respostas pedagógicas. Fund Manoel Leão.
    Goodson, I. F. (1990). Tornando-se uma matéria acadêmica: padrões de explicação e evolução. Teoria & Educação, 2, 230-54.
    Nóvoa, A. (2009). Educación 2021: para una historia del futuro. Revista Iberoamericana de Educación, 49, 181-199 . Nóvoa, A. & Schriewer, J. (eds). (2000). A difusão mundial da escola.
    Lisboa: Educa.
    OCDE (2006). Repenser L’Enseignement: Des Scénarios pour Agir. Paris: CERI.
    Silva, T. T. (2000). Teorias do Currículo. Uma Introdução Crítica. Porto: Porto Editor.
    Young, M., & Muller, J. (2010). Three educational scenarios for the future: lessons from the sociology of knowledge. European Journal of Education, 45(1), 11-27.

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