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Presentation
Presentation
This curricular unit offers a critical analysis of the relationship between education and development, through an examination of the historical, economic, political, and social dimensions that have shaped this relationship.
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 5
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULHT82-1-8842
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
A. Education and Development Theoretical and conceptual frameworks: mainstream development, alternative development, and post-development; Working with empirical evidence: publicly accessible statistical sources, reference documents, and scientific literature; From local to global and vice versa: dynamics and relationships between education and development; Equal in dignity and rights? Inequalities, poverty, and social exclusion. B. Education as a Public Good and a Common Good Education for All: international declarations and frameworks; The rationale for global citizenship education; Education as a global common good? The concepts of public good, commons/common good, and care.
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Objectives
Objectives
At the end of the course unit, students will be able to: Identify theoretical and conceptual frameworks that enable an understanding of the concept(s) of development within their historical, economic, political, and social contexts; Relate theoretical and conceptual frameworks to empirical evidence, using statistical data, reference documents, and scientific literature to support arguments and analyses; Analyze education policies and practices in development contexts, identifying underlying assumptions, political interests, structural constraints, and social effects; Develop reflective thinking on the role of education in reducing inequalities and promoting social justice.
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Teaching methodologies
Teaching methodologies
The pedagogical methods focus on developing students' research skills, cooperative work, theoretical-practical reflection, and critical analysis, and include: Theoretical lectures (presentation, exploration, and synthesis of syllabus content) conducted in dialogue with students; Analysis of written, iconographic, and audiovisual documents, discussion, and debate; Project work / Project-based learning
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References
References
Estellés, M. & Fischman, G. E. (2020). Who needs global citizenship education? A review of the literature on teacher education. Journal of Teacher Education. https://doi.org/10.1177%2F0022487120920254 Ferreira, B., & Raposo, R. (2017). Evolução do(s) conceito(s) de desenvolvimento. Um roteiro crítico. Cadernos de Estudos Africanos, 34. hhttps://journals.openedition.org/cea/2293 Observatório Nacional de Luta contra a Pobreza (2025). Pobreza e exclusão social em Portugal. Relatório 2025. EAPN Portugal. Simões, A. R., & Tomaz, C. (2018). Educação para a cidadania global e projetos de intervenção na formação inicial de professores/educadores. Indagatio Didactica, 10(1), 29-45. UNESCO (2015). Rethinking education: Towards a global common good? UNESCO. UNESCO. (2017). Unpacking sustainable development goal 4: Education 2030. UNESCO.
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Assessment
Assessment
- Participação nas atividades da unidade curricular: 30%
- Participação em pelo menos duas atividades de promoção da cultura científica (e.g., conferências, colóquios, webinars, visitas de estudo ou outras atividades): 10%
- Trabalho de projeto realizado em grupo (2 a 4 elementos por grupo), submetido por escrito (30%) e apresentado oralmente, com defesa individual em sala de aula (30%).
Estudantes com estatuto de trabalhador, para os quais não seja possível recolher elementos suficientes de avaliação contínua realizarão uma prova escrita individual, a realizar em data/hora que será divulgada no Moodle da UC: 100%
Classificação final: a atribuir em escala numérica: 0 a 20 valores.
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Mobility
Mobility
No
