Educational Policies, School Organization and Citizenship

Scholar Year: 2023/2024 - 1S

Courses

Head Teacher Responsability Cristina Maria Gomes da Silva 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 1 3,20 Cristina Gomes da Silva   3,20

Teaching language

Portuguese

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

1. Development of competences that promote a sustained knowledge of the historical-educational evolution of contemporary school thinking.
2. Knowledge of the history, evolution, challenges and constraints of the current education system. The Basic Law of the Education System
3. Knowledge of the organisation and policies underlying the system
4. Analysis of the evolution, realisation, contradictions and problems in education administration
5. Understanding and contextualising the historical and cultural diversity underlying different educational policies: Liberalism; the Estado Novo and Democracy
6. Recognition and conditions for intervention in the various forms of organisation and management of schools and clusters, especially in the 1st and 2nd Cycles
7. Developing critical, reflective and sustained competences for citizen intervention, as the basis for professional practice in a democratic society.

Syllabus

1 - Evolution of the public school model: 18th century to the present day, reforms, setbacks and challenges
1.1 - Liberal ideology and schooling - innovation and conservatism
1.2 - The First Republic and the revolution in education: from subject to citizen
1.3 - The New State and National Education (1930-1960)
1.4 - The new world of Democracy and Education (1974-present)
2. Educational organisations and the co-construction of public policies
2.1 - Educational policies: spaces, actors and dynamics
2.2 - Autonomy and participation: collaborative processes, school cultures and school education projects
2.3. - Self-evaluation of educational establishments: an instrument of regulation
3. The role of the teacher in a democratic school
3.1 - Participation and citizenship
3.2 - Collective identities and identity strategies in schools
3.3 - Being a teacher in a changing society: what knowledge? What competences?

Demonstration of the syllabus coherence with the UC intended learning outcomes

Teachers need to know the fundamentals of the system in which their daily practice takes place. They must therefore be familiar with the evolution, characterisation and reality of the political system and the various forms of organisation and administration of education, one of the basic pillars of all democratic systems. In this way, each teacher is able to understand and intervene in the most varied situations of organisation and administration of educational establishments, taking into account the role of legal guidelines, the local context and their relationship with all the other elements involved in decision-making processes, school organisation and administration.

Teaching methodologies

Diverse strategies guide the forms of work: from the necessary exposition on broader, contextualising and theoretical themes, to practical sessions for collecting, analysing and reflecting on sources (literature for theoretical basis, legal texts, case studies, conferences or others), study visits, invitations to seminar sessions with recognised actors in the areas in question and written reflections. Exchanging experiences and sharing the results of work between students, both individually and in groups, is another form of work planned.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The areas of school organisation and administration and citizenship, because they are chronologically very extensive and diverse in their applicability, require students to come into contact with recognised, credible and up-to-date sources of information for knowledge, reflection and analysis of the evolution of the education system in general (in its diachronic and synchronic forms), for the characterisation of the current system of school organisation and administration and for the civic, civic and democratic intervention that, as professionals, they are expected to have in a local context or at a macro level.
The knowledge of specific cases (participation in national debates, appreciation of legislation, intervention in all school structures as members of groupings, head teachers and others) that study visits provide will help students to better understand the form of institutional organisation, the administration of educational establishments and the role and possible forms of intervention for teachers in the real daily life of the profession.
Research work on topics covered in the syllabus and the compulsory sharing of this work in the final presentation allow students to expand on the issues covered in the syllabus in a reflective and reasoned way.

Assessment methodologies and evidences

Continuous assessment involves: an individual reflective report on a problem identified in a specific school context (45%); an oral presentation on the topic (45%); class participation (10%).
Failure to pass the continuous assessment process will result in a final exam.

Bibliography

Alves, L. A. (2012). História da Educação: uma introdução, UPorto https://repositorio-aberto.up.pt/bitstream/10216/15150/3/livroluisalberto000161867.pdf
Barroso, J. & Afonso, N. (2011). Políticas Educativas: Mobilização de conhecimento e modos de regulação. Fundação Manuel Leão
Canário R. (org.), (1992). Inovação e projecto educativo de escola. Educa
Sanches, M. F. C. (org.) (2007). Cidadania e liderança escolar. Porto Editora
Nóvoa, A. (1995) As Organizações escolares em análise. Dom Quixote
Rodrigues, M. L. & Silva, P. A. (2013). Políticas públicas em Portugal. IN-CM/ISCTE–IUL
Silva, C. G. (2014) Cidadania e autoridade na escola pública democrática [Tese de doutoramento não publicada]. ISCTE-IUL, http://hdl.handle.net/10071/8436
Vasconcelos, A. A. (2013). Políticas e atores na educação artístico-musical: Das hierarquias às interdependências colaborativas. In A. Cachada & M.H. Vieira (Org.) Pensar a Música. (157-82). Sociedade Musical Guimarães, Fundação Cidade Guimarães, Universidade Minho.