Class Introduction to Education Studies

The curricular unit, offered in the first semester of the first year of the Bachelor's Degree in Educational Sciences, has an introductory and foundational character, providing students with a first systematic approach to Education as a human, social, historical and political phenomenon, and to Educational Sciences as a plural and interdisciplinary scientific field. The curricular unit focuses on the foundations, purposes and contexts of educational action, the development of Educational Sciences as a field of knowledge, and the relationships between theory, research and practice. It also addresses different educational models and contexts - formal, non-formal and informal - and the challenges they entail. Its relevance lies in its contribution to the development of fundamental conceptual and epistemological frameworks, the acquisition of the field's scientific language, and the development of a critical, reflective and evidence-informed approach to educational phenomena.

Not applicable

S(Syllabus) 1. Education: assumptions and contextualisation. S2. The field of Educational Sciences: theory, research and practice. 2.1 Conceptual approach: science, education and educational sciences; 2.2 Historical approach to the emergence and consolidation of Educational Sciences; 2.3 Educational Sciences as a plural and diverse area of knowledge. S3. Schools and educational models: challenges and potential; S4. The complexity of formal, non-formal and informal education contexts

The curricular unit integrates active and participatory methodologies that place students at the centre of the learning process and foster the progressive construction of knowledge in the field of Educational Sciences. The analysis and problematisation of educational situations, guided discussion of scientific texts, collaborative construction of concept maps, and synthesis activities promote connections between concepts, contexts, and educational issues. Collaborative work and peer discussion foster argumentation, scientific communication, and critical reflection. The use of digital environments and tools supports research, the organisation and sharing of information, and extends learning beyond the classroom. Formative feedback, self-assessment, and peer assessment enable students to monitor their learning, identify difficulties, and develop self-regulation processes.

  Canário, R. (2018). Políticas da educação: O estado, a escola e o professor. Imprensa Nacional-Casa da Moeda. Bruner, J. S. (2019). The process of education. Harvard University Press. Devechi, C., & Bisol, B. (2019). Ciências da educação: especificidade epistemológica, objetividade e prática pedagógica. Educação (UFSM), 44(92) Dewey, J. (2018). Experience and education. Simon and Schuster. Freire, P. (2018). Pedagogy of the oppressed. Bloomsbury Publishing. Giroux, H. A. (2019). On critical pedagogy. Bloomsbury Publishing. Niza, S., & Baptista, I. (2018). Educação, sociedade e inovação: Contributos das ciências sociais. Imprensa da Universidade de Coimbra. Nóvoa, A., & Yariv-Mashal, T. (2018). Os professores e as histórias da sua vida. Edições Asa. Perrenoud, P., & Nóvoa, A. (2018). Formar professores profissionais: Quais estratégias? Quais competências? Dom Quixote. Silva, C. R. (2020). Pesquisas sobre cultura nas ciências da educação. Bagai