History of Education
Part of this Programme
Educational Sciences [M]
Level of Qualification|Semesters|ECTS
Master Degree | Semestral | 5
Year | Type of course unit | Language
1 |Mandatory |Português
Total of Working Hours | Duration of Contact (hours)
125 | 24
Recommended complementary curricular units
Prerequisites and co-requisites
1. Theory of History: 1.1.The object of History 1.2.The social facts 1.3.The history of education as a social science 1.4.A methodology and sources 2- History of educational institutions and administration 2.1. The relationship between institution and organization; 2.2. To look historiographically about the social spaces destined to education; 2.3. Ministry of Public Instruction 2.4. Centralization and decentralization of education 3. The school reforms of monarchical liberalism to the Estado Novo 4. Education in the course of time: 4.1. Primitive, Greek, Roman education 4.2. Education in the Middle Ages 4.3. The Birth of New Educational Trends 4.4. The New School 4.5. Education in the time of Salazar
Critically interpret the past, distinguishing the tendencies of long, medium and short term Knowing to relate the historical roots of today's issues To know the main sources for historical research work, techniques and concepts; To use the methodologies, techniques and concepts of research in History of Education
Knowledge, abilities and skills to be acquired
Know how to relate the historical roots of current affairs Know how to verbalize the need to deepen the specific awareness of the community to which it belongs and the responsibility of preserving its heritage. To be able to carry out a conceptual framework of the History of Education, critically appraising current social phenomena and trends in the light of historical data
Teaching methodologies and assessment
The teaching-learning process is organized in theoretical classes (T), theoretical-practical (TP) and tutorial orientation. In the T classes the contents will be presented by the teacher, using the techniques considered most appropriate to work on the themes under analysis (ppt, film, illustrations), with the objective of conceptual framing of the problems and awakening the reflection and debate of ideas. In the TP classes, the contents will be worked on, giving students an active role in their learning process, through tasks to be done in class (critical reviews and worksheets), written and oral presentation of a work and attendance (50 % each). In the different tasks the students count on the tutorial orientation of the teacher. Criteria: Capacity for research and synthesis. Domain of the subjects addressed. Written presentation: Clarity and correctness in the preparation of the text. Oral presentation: Clarity and correctness in the exhibition and defense of work.
Brás, J.V. Gonçalves, M.N. & Hernandez Dias, J. M. (2014). From Organic to Functional and Symbolic: Body Building in Civility Course Books in Portugal (1856-1919) American Journal of Educational Research. 3(III), 391-395. Available at:http://www.aijssnet.com/index.php/archive.html
Brás, J. (2008). A higiene e o governo das almas: o despertar de uma nova relação, Revista Lusófona de Educação, 12, 113-138.
Brás José & Gonçalves, M. N. (2008). Os saberes e poderes da Reforma de 1905, Revista Lusófona de Educação, 13, 101-121.
Brás, J.V. & Gonçalves, M.N (org,) (2011). O imperativo Republicano em Debate. Lisboa: Edições Universitárias Lusófonas.
Carvalho, R. (1986). História do ensino em Portugal. Lisboa: Fundação Calouste Gulbenkian.
Fernandes, R. (1992). O pensamento pedagógico em Portugal. Lisboa: Instituto de Cultura de Língua Portuguesa.
Monroe, P. (1988). História da educação. São Paulo: Editora Nacional.
Nóvoa, A. (2003). Dicionário de educadores portugueses. Porto: Ediçõe