IPLUSO 22147

History of Education and Pedagogical Ideas

• ApresentaçãoPresentation

  This Curricular Unit aims to introduce the student into the problem of historical knowledge of education. Scientific knowledge has a temporality, with its continuities and discontinuities, which forces us to relate the present with the past and the future. In this sense, it is intended to awaken the student to the need to learn from what we have already done to better build what we have to do. Thus, it is intended to promote critical thinking, and to develop an attitude of weighting and openness to dialogue, avoiding the danger of dogmatism.
• ProgramaProgramme

  1. The historical reading of education The history of education as social science. Representations and educational practices. The time of consciousness. Memory, drive and intentionality. Transcendence and freedom. 2. Metamorphoses in Education Education in the course of time. The birth of the New School. Relevant pedagogues of education. 3. The feeling of childhood The child and the student. The child as social and historical class 4. The construction of the teaching profession The historical process of professionalization of teachers. 5. The birth of educational institutions 3.1. The relationship between institution and organization. Historiographic look at the spaces destined to education. The school culture. 6. Knowledge and curricular power. The manufacture of subjectivity. The construction of the difference. The schooling of bodies and minds
• ObjectivosObjectives

  1.Understand the contribution of history to the interpretation of the educational phenomenon and educational institutions; 2.Critically understand the past, distinguishing long, medium and short-term trends; 3.Discover and understand the historical roots of contemporary educational issues; 4. Interpreting education in the historical relationship with the knowledge-powers
• BibliografiaBibliography

  Ariès, P.(1973). A criança e a vida familiar no Antigo Regime. Lisboa: Relógio D`Água. Barroso, J. (2007). A história das instituições escolares: a escola como objecto de estudo. In Pintassilgo et al (org.). A história da educação em Portugal. (pp. 147-177). Porto: Ed. Asa 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: Edições ASA.
• MetodologiaMethodology

  To achieve the learning, we organized the process by integrating active methodologies. This entire teaching-learning process is structured in such a way as to require students to actively participate in the construction of their knowledge process. Student participation involves the completion of tasks that require: - Individual research. Students are confronted with situations that appeal to the need to know how to individually try to answer the doubts that are asked throughout the classes; - Group search. Students are confronted with situations that appeal to the need for cooperative learning. -Debates. The students are confronted with situations that require the confrontation of ideas, the development of critical thinking. In the different problem situations, the student has to express his/her knowledge orally and in writing.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  3
• NaturezaNature

  Mandatory
• EstágioInternship

  Não