Class History of Education

The curricular unit introduces students to the field of History of Education, providing frameworks for understanding educational conceptions, practices, institutions and policies in relation to the historical contexts in which they developed. It addresses the evolution of education and educational thought from Antiquity to the present day, analysing continuities, changes and the contributions of different educational models and approaches. Particular attention is given to schooling in Portugal, from the educational activity of the Jesuits to contemporary educational policy reforms. Its relevance within the study programme lies in its contribution to understanding the historicity of educational phenomena and to developing a critical perspective on present-day education, enabling students to recognise how ideas, institutions and policies from the past continue to influence contemporary educational systems and practices.

Not applicable

S(Syllabus) 1. Evolution of education over the centuries: historical perspective 1.1. The history of education: perspectives and challenges 1.2. Education in classical antiquity 1.3. The ideals of education in Rome: a historical perspective 1.4. Education in the Middle Ages 1.5. The pedagogy of the Renaissance and Modernity 1.6. Pedagogy and contemporary pedagogues S2. Schooling in Portugal 2.1. The Jesuits and education 2.2. Liberalism and educational policies 2.3. Contemporary political and educational reforms

The curricular unit integrates active and participatory methodologies that promote the understanding and problematisation of educational phenomena from a historical perspective. The analysis and discussion of pedagogical approaches, policies, institutions and models of schooling enable students to interpret educational ideas and practices within their respective contexts and to establish connections between past and present. Case studies foster the mobilisation of knowledge in the analysis of specific situations, while collaborative work and peer discussion promote argumentation, critical reflection and the shared construction of knowledge. The use of diverse resources and quizzes supports the exploration and systematisation of learning. Formative feedback, combined with self-assessment and peer assessment processes, fosters metacognition, the monitoring of learning and self-regulation.

Biesta, G. (2015). What is education for? European Journal of Education, 50(1):76-87. Boavida, J. (2010). Educação filosófica - Sete ensaios. IUC. Carvalho, A. (2004). Problemáticas filosóficas da educação. Afrontamento. Carvalho, R. (2001). História do Ensino em Portugal Desde a Fundação da Nacionalidade até ao fim do Regime de Salazar-Caetano. Fundação Calouste Gulbenkian Formosinho, M., Boavida, J., & Damião, M. (2013). Educação, perspetivas e desafios. IUC. Grilo, M. (2022). Salazar e a Educação no Estado Novo. Clube do Autor Magalhães, J. (2010). Da cadeira ao banco. Escola e modernização (Séculos XVIII-X). Educa Piletti, C. & Piletti, N. (2021). História da educação: de Confúcio a Paulo Freire. Contexto. Reis, C. (2014). Educação e cultura midiática: Análise de implicações deseducativas. Âncora/CEI. Rury, J & Tamura, E. (2019). The Oxford handbook of the History of Education. Oxford University Press