Class Observation of Educational Contexts

It aims to promote in students the acquisition of skills for the definition, construction, planning the work of the Social Educator in the educational context, as well as acquiring knowledge in collecting information through qualitative methods, namely, the Observation method and the different typologies. Evaluate the educational intervention, based on a critical and reflective perspective, to the design and use of resources to support the intervention and implementation of activities/tasks/projects in different educational contexts promoting inclusion and promotion of Education. 

Observation: notion; actors and scenarios. Educational contexts.

Methodology.

Observation of different educational contexts and school spaces. From models to methods of teaching. The problematic situations. Risk situations, respective behaviors and circumstances: notion, exemplification, theoretical-practical knowledge.

Main risk contexts: diagnosis and intervention preparation Construction of design drawings preventive and corrective intervention.

Prevention: notion, models and practical applications. Integrated prevention. Observation of different out-of-school educational contexts, directly or through magnetic records: work environments, political-party events, recreational activities, sporting events. Analysis of contexts based on fundamental concepts learned in different disciplines.

Production of critical integrative texts.

The observation of different contexts and school spaces is fundamental for a deeper understanding and analysis of the problems with which education is debated, since in the various spaces different factors of personal and academic in/success coexist. Hence the need to domain of risk situations, respective behaviors and circumstances. The students will be invited to carry out observation exercises in an ecological context. The teacher will do a introduction to theoretical frameworks related to the problem of observation and to the various models and teaching methods. Students will do direct and indirect observation (interviews, questionnaires to teachers and students), to prepare a report on the observation of a context or school space (5 to 7 pages) (10%). The report will be complemented by an individual reflection writing, up to 3 pages, in which a relationship will be made between the theoretical supports analyzed and the observation (40%). Frequency (50%).

Arends, R. (1997, 2008). Aprender a ensinar . Lisboa: Mc-Graw Hill. [cota: CE/56-BC]

Beane,J. & Apple, M. (2000). Escolas Democráticas . Porto: Porto Editora

Duarte, J.B. (2005). A contestação escondida. Críticas de alunos à escola atual. São Paulo: Cortez Editora. [cota: CE/803-BC]

Estrela, A. (2005). Teoria e prática de observação de classes . Porto: Porto Editora. [cota: CE/982-BC]

Horton, P.B. & Hunt, C.L. (1964). Sociology . McGraw Hill Book Company, New York