Fundamentals of Pedagogical Thinking

Be able to position critically on the current educational action based on meaningful learning experiences.
Recognizing the evolutionary process of education translated into different currents of educational thought.
Know how to identify with the appropriate educational practices to promote success for all.

This Curricular Unit takes as its premise the involvement and active participation of students, individually and collaboratively. Thus, in addition to lectures, it will be also contemplated reading and analyzing texts of reference, selected by the teacher. Students, under the guidance of the teacher, should search, select and analyze information in order to allow the acquisition of knowledge, the debate, and reflection on the topics related to the educational thought. 

Throughout the semester students are expected to: develop instrumental skills, being able to analyze, select, evaluate and synthesize judiciously information from different sources, about Educational and pedagogical domeins; to produce oral and written discourse in a clear and reasoned way; to show interpersonal skills and ability to reasoned criticism and self- and hetero-evaluation; to develop the ability to work collaboratively, acquiring skills of systemic and autonomous work; who are able to generate new ideas and acquire new knowledge in the educational field.

I. Basic questions on education. – Polysemy and definitions of education. – Elements and dimensions of education. – Education as antinomic reality: the overcoming syntheses. II. Contemporary movements of educational thought. – From Traditional Education to New School Movement. III. Education envisaged by different Theories of Education. – The Education envisaged from the Behaviorist Theory. – Cognitivism and Constructivism as a basis for a Theory of Education. – The Personalist Theory. – The Critical Pedagogy. IV. Current trends of Education. – Learning Communities in the Information Society.

• - Exam - 100.0%

• - work 1 - 33.34%
• - work 2 - 33.33%
• - work 3 - 33.33%

NAO

BIDARRA, M. & FESTAS, M. I. (2005). Construtivismo(s): Implicações e interpretações educativas. Revista
Portuguesa de Educação, 39(2), 177-195.

CABANAS, J. (2002). Teoria da Educação: uma concepção antinómica. Porto: Edições Asa.

CRISTO, A. (2013). Escolas para o Século XXI. Liberdade e Autonomia. Lx: Fundação Francisco Manuel dos
Santos.

EUROPEAN UNION. (2019). Key competences for lifelong learning. Education and Training. Luxembourg:
Publications Office of the European Union.

DELORS, J. (2003). Educação: um tesouro a descobrir: relatório para a Unesco da Comissão Internacional
sobre educação para o século XXI. Porto : ASA.

PARREIRAL, S. (2013). Childrens voice and participation in all school contexts, Identities and citizenship
education: Controversy, crisis, and challenges. (315-326), London: CiCe.

PETERSON, T. (2014) The Personalistic Pedagogy of Giorgio Agamben, Educational Philosophy and Theory:
Incorporating ACCESS, 46(4), 364-379, DOI:10.1080/00131857.2013.781494.

PIAGET, J. (1978). Para onde vai a educação? Lisboa: Livros Horizonte.

SAVATER, F. (1997). O valor de educar. Lisboa: Editorial Presença.