Personal and Social Education

N/A

Classes assume a dynamic character, integrating the combination of expositions of information and knowledge with research work and the dynamization of debates.
The assessment complies with the provisions of the ESEC Internal Regulation, so students can choose between continuous assessment or assessment by examination.
Continuous assessment includes participation and individual performance in activities throughout the semester (40%) and group work: work plan (10%); written work (30%); presentation and discussion (20%).
The assessment by exam is presented in the form of a written test (100%).

1. Recognize the main theoretical concepts of reference inherent to the Basic Law of the Educational System.
2. Recognize the objectives stipulated for the domain of Personal and Social Training within the framework of the Educational System.
3. Recognize the concepts: of citizenship, democracy, and human rights as an ethical “platform” founding contemporary educational action.
4. Be able to produce knowledge and opinions and take positions on contemporary education.
5. Master interpersonal skills in different contexts.
6. Identify and analyze the problems and needs of an educational community.
7. Design, execute and evaluate educational intervention actions.
8. Develop research skills that can enhance future research by future education professionals.

1 – The personal and social dimension of education in the context of the Basic Law of the Educational System
1.1. The different aspects of Personal and Social Development: a. Personal development as a promoter of social development; b. Ecological education; c. Health education; d. Education for citizenship; e. Sex education; f. Education for the Family; g. Education for Values; …
1. 2. School Models.
1. 3. New educational spaces inside and outside the school.
1. 4. Attitudes and behaviors of the educator.
2 – The legal framework for Personal and Social Development in the Portuguese Educational System.
3 – The identity characteristics of Personal and Social Development.

• - Synthesis work - 30.0%
• - Presentation and discussion - 20.0%
• - Individual and/or Group Work - 10.0%
• - Attendance and Participation - 40.0%

• - Exam - 100.0%

NAO

CNE (2021). Estado da Educação 2020. Lisboa: CNE Estado da Educação 2020 – Conselho Nacional de Educação (cnedu.pt)
CNE (2021). Relatorio_tecnico_A_voz_das_criancas_e_dos_jovens_na_educacao.pdf (cnedu.pt)
Cynthia K. Buettner, Lieny Jeon, Eunhye Hur & Rachel E. Garcia (2016) Teachers’ Social–Emotional Capacity: Factors Associated With Teachers’ Responsiveness and Professional Commitment, Early Education and Development, 27:7, 1018-1039, DOI: 10.1080/10409289.2016.1168227
Dolev, N. & Leshem, S. (2017) Developing emotional intelligence competence among teachers, Teacher Development, 21:1, 21-39, DOI: 10.1080/13664530.2016.1207093
Chung, E. (2021) Eleven factors contributing to the effectiveness of dialogic reflection: understanding professional development from the teacher’s perspective, Pedagogies: An International Journal, DOI: 10.1080/1554480X.2021.2013234
Parreiral, S. (2017). Família e construção de projetos de escolarização, perspetivas de alunos e professores. REIPE, 5, 70-74