Educational Research Seminar

Scholar Year: 2020/2021 - 2S

Courses

Head Teacher Responsability Ana Luísa Rebelo de Oliveira Pires Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 2 4,80 Ana Luísa Oliveira Pires   2,40

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

The program has two complementary global aims: to provide bases for a theoretical foundation of research in education and to allow a first contact with the research thinking.
It is argued that educational practices - including research practices, as social actions that take place in educational contexts - are intentional practices and as such are activities that produce knowledge temporally and spatially located, doubly referenced — the researcher and the situation under study.
The practice of research is determined by the values of the researcher, from the choice of the questions to be investigated to the choice of methodology. In this perspective, educational research defines its purpose of knowing educational activities that are carried out in a conscious way and that, therefore, can only be understood taking into account the meaning and the intentionality that these practices have for those who participate in them.
On the other hand, this program adopts the perspectives of Vygotsky's socio-historical psychology and Bruner's cultural psychology and, as a corollary, the recommended orientation for the development of students' work is that of action research.
This curricular unit intends to develop ways of seeing and understanding educational situations and contexts, which distance themselves from common sense and uncritical repetition of standardized educational interventions. It seeks to develop the ability to describe factually and interpret educational episodes in a critical and reflective perspective.

Syllabus

1- Epistemological questions of educational research
Research in Educational Sciences
The values and specificity of educational research
Research as a component of educational practice
Research processes, reflexivity processes

2- Methodology of educational research
Qualitative methods in educational research
Action research: principles and methodology

3- Information collection methods and procedures
The interviews
The surveys
The observation
The field notes
Documentary research

4- Information analysis methods and procedures
Content analysis
The analysis of the information collected with the observation models

Teaching methodologies

4.1 Program management strategies

The UC is developed around the execution of a project work, to which contribute the theoretical-practical sessions, the tutorial orientation and the field work carried out in articulation with the UC Pedagogy and Pedagogical Practice.

4.2 Tutorial follow-up
The tutorial follow-up aims to: support and guide students throughout the UC in carrying out the project work, clarify questions and doubts, provide advice and information; the monitoring will be done either in person or at a distance.

4.3. Student Participation

Students are expected to attend classes and participate in the discussion of the issues under consideration, as well as in the proposed assignments; (B) to read, analyze and discuss the supporting texts presented; (C) carry out the work planned.
It is intended that the students make a first approximation to epistemological questions of research and construction of knowledge in educational situations, as well as to know the research methodology in education and some of the main techniques used.

NOTE: due to the State of Emergency enacted on March 22, 2020, face-to-face classes are replaced by the Distance Learning modality, which implies intensive use of online platforms and devices (Zoom, Teams, Moodle, etc.)

Assessment methodologies and evidences

There are two forms of evaluation: continuous assessment and final evaluation.
Continuous evaluation:
Continuous assessment assumes frequency of attendance (the student must attend at least 2/3 of the semester's classes). It implies the accomplishment of a project work, articulated with the fieldwork developed in the UC Pedagogy and Pedagogical Practice. This work should reflect the experience and acquired knowledge, translated into a coherent, relevant and scientifically grounded discourse. This work should be built throughout the semester, in an articulated and integrative way. During its elaboration there will be situations of presentation and face-to-face discussion of the work carried out, scheduled and negotiated with the teacher.
The final classification of each student will have, in addition to qualified participation in the proposed dynamics throughout the semester, the project work (100%).

Final evaluation: evaluation by exam, at the time intended for this purpose (100%).

Attendance system

NOTE: due to the State of Emergency enacted on March 22, 2020, face-to-face classes are replaced by the Distance Learning modality, which implies intensive use of online platforms and devices (Zoom, Teams, Moodle, etc.)

Bibliography

Principal bibliography

Afonso, N. (2005) A Investigação Naturalista em Educação. Um guia prático e crítico. Porto, Editora ASA

Bogdan, R. e Biklen, S. (1994). Investigação Qualitativa em Educação. Porto: Porto Editora.

Máximo-Esteves, L. (2008) Visão Panorâmica da Investigação-acção. Porto: Porto Editora


General bibliography

Alves, M. & Azevedo, N. (2010) Eds. Investigar em Educação: Desafios da Construção de conhecimento e da Formação de Investigadores num Campo Multi-referenciado. Lisboa: UIED.

Aires, L. (2011) Paradigma Qualitativo e práticas de investigação educacional. Lisboa: Universidade Aberta

Alarcão, I. (2001) Professor –investigador: que sentido? Que formação? In Cadernos de Formação de Professores, No 1, pp. 21-30, 2001. Texto resultante de intervenção no Colóquio sobre "Formação Profissional de Professores no Ensino Superior", organizado pelo INAFOP, Aveiro, 24 de Novembro de 2000. http://www.educ.fc.ul.pt/docentes/jponte/sd/textos/alarcao01.pdf

Albarello, L. et al. (1997) Práticas e Métodos de Investigação em Ciências Sociais. Lisboa: Gradiva.

Almeida, J.- C. (2001). Em defesa da investigação-acção. Sociologia, Nov. 2001, no.37, p.175-176. ISSN 0873-6529.

Ambrósio, T. (2001). Educação e Desenvolvimento – Contributo para uma mudança reflexiva da Educação. Lisboa: UIED.

Azevedo, N. et al (2010) Investigar em educação: desafios da construção de conhecimento e da formação de investigadores num campo multi-referenciado. Lisboa. UIED
Disponível em: http://hdl.handle.net/10362/5287

Coutinho, C. et al (2009). Investigação-Acção: metodologia preferencial nas práticas educativas. Revista Psicologia, Educação e Cultura. 2009 Vol.XIII, nº 2, pp 455-479. Univ. Minho.

Barbier, R. (1985). A pesquisa-ação na Instituição Educativa. Rio de Janeiro: Zahar Editores.

Barbier, R. (1996). La Recherche Action. Paris: Anthropos.

Bardin, L. (1991). Análise de Conteúdo. Lisboa: Edições 70.

Brandão, C. (1984). Pesquisa Participante. São Paulo: Editora Brasiliense.

Carmo, H. e Ferreira, M. (1998) Metodologia da Investigação – Guia para Auto-aprendizagem. Lisboa: Universidade Aberta.

Esteves, A. (1986) A investigação-acção. In Silva, A. & Pinto, J. (orgs) Metodologia das Ciências Sociais. Porto: Edições Afrontamento.

Graue, E. & Walsh, D. (2003) Investigação Etnográfica com crianças: Teorias, Métodos e Ética. Lisboa: Fundação Calouste Gulbenkian.
Pineau, G. (2006). As histórias de vida em formação: génese de uma corrente de pesquisa-ação-formação existencial. Educ. Pesqui. vol.32 no.2 SãoPaulo Maio/Agosto.
Silva, A. & Pinto, J.M. (orgs.). (1986). Metodologia das Ciências Sociais. Lisboa: Edições Afrontamento.

Spodek, B. (Org.), (2002). Manual de Investigação em Educação de Infância. Lisboa: Fundação Calouste Gulbenkian.

Sanches, I. (2005) Compreender, Agir, Mudar, Incluir. Da investigação-acção è educação inclusiva. Revista Lusófona de Educação, 2005, 5, 127-142. Lisboa: Univ. Lusófona
http://www.scielo.oces.mctes.pt/pdf/rle/n5/n5a07.pdf