Class Social and Educational Change Theories

This UC (or module) addresses the issues of social change and educational change, which are fundamental for the master's students to know the difficulties and obstacles as well as the demands and processes that mark the processes of change. Without this knowledge, it will not be possible to ensure that each professional assumes himself as the protagonist of the necessary organizational and pedagogical changes in a changing world.

1.Challenges of today's societies. Global and Local: "Living Together".2.Levels of reality: subject, groups, organizations, institutions and societies and their dynamics.3.Historical paradigms of social change: from Lewin to Palo Alto: theories of social change and educational innovation.  The function of social conflict. Conflicts and consensus.4.Policies and practices. How do practices change?The time and conditions for its sustainability.5.Change and innovation in education: concepts, models and strategies. Society and school: transformative and conservative dynamics. Processes of change and their demands in school institution, on group dynamics and development of subjects. 6."Good practice". Societies and contexts. The reconstruction of practices and the sharing of knowledge built and in action. Analysis of realities.7.Challenges highlighted by the Covid crisis: ICT, social inequalities and necessary critical questioning of dominant school model.

- Presentation of thematic lines in a synthetic and questioning way,seeking to illustrate the issues addressed in space, time and in situations known by participants.

- Diversity of pedagogical supports;

- University pedagogy based on adult pedagogies, explaining the representations and experiences of the participants. Interactive sessions;

- Group approach to themes, to be carried out during the module; Informed debates based on the work bibliography distributed during the module, with the presentation of group analyses, with final systematization by the teacher (50%);

- Personal summaries (of a critical nature) on the work topics to be carried out and delivered at the end of the module (50%);

- Self-assessment and final assessment.

Beck, U., Giddens, A. & Lash, S. (2000). Modernização Reflexiva. Oeiras: Celta

Benavente, A., Peixoto, P.(2019) Impacto do Covid 19 no sistema de ensino português in www.op-edu.eu 

Benavente, A. & Panchaud, C. (Eds.) (2008). Lutte contre la pauvreté et éducation pour l¿inclusion. Perspectives, 37(2). Paris: Unesco

Benavente, A. (2004). O Pacto Educativo para o futuro.Revista IberoAmericana de Educação, 34, 69-108

Benavente, A. (1999). Escola, Professoras e processos de mudança. Lisboa: Livros Horizonte

Huberman, A. M (1973). Como se realizam as mudanças em educação. Rio de Janeiro: Ed. Cultrix

Lewin, K. (1968). Décisions de groupe et changement social.In A. Levy (Org.), Psychologie sociale (393-42).2.Paris: Dunod

OCDE-CERI (2001). What future for our schools? DEEL-SA/ED/CERI/CD(2000) 12/PART5/REV2

Perrenoud, P. & Gather Thurler, M. (1994). A Escola e a Mudança.Lisboa: Escolar Editora

Watzlawick, P., Weakland, J. & Fisch, R. (1975). Changements, paradoxes et psychothérapie. Paris: Seuil