Research and Project Methodology

Scholar Year: 2023/2024 - 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 1 3,00 Ana Luísa Oliveira Pires   1,46 António Vasconcelos   0,93 Elisabete Gomes   0,86 Gina Lemos   0,27

Teaching language

Portuguese

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

Understand the specificity of research and intervention work in order to opt for the dissertation or project modality.

.Identify areas/thematic axes of the research/intervention project.

.Formulate / diagnose the problem for investigation/intervention.

. Know the processes and steps associated with planning a research/intervention project.

. Know the ethical principles and norms of research/intervention work.

. Critically read the reference literature within the scope of the theme/problem of the research.

. Identify the purposes and characteristics of research methods / procedures (gathering and processing of information).

. Select the methodology most appropriate to the nature of the problem and the context to be investigated/intervened (type of approach, methods of collecting, analyzing and interpreting information)

.Conceive the research/intervention pre-project — choice and justification of the theme/motivations, identification of the context and object of study/intervention and respective methodological options.

Syllabus

Context, nature, requirements of the activities to be developed in the various modalities and respective products: Dissertation or Project Work.

. Epistemological status of the research/intervention problem.

. Conception of a research and intervention project: the diagnosis of the problem; the literature review; instruments for collecting and processing empirical information.

. Problematization and formulation of questions and objectives.

. Qualitative and quantitative investigation: case study, action-research, ethnographic studies, biographical approaches, surveys, ...;

. Information collection procedures: observation, surveys (interviews and questionnaires), document analysis, ...

. Organization and processing of information.

. Ethical aspects of research and design in education.

. Writing of the research/intervention pre-project — issues, questions and general methodology of the research/intervention, planning of activities to be developed in the 2nd year of the course.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The UC aims to guide students in the preparation of research/intervention activities, so it assumes a predominantly reflective, critical and practical orientation.

The CU constitutes a learning space for the discussion and identification of themes/areas of research/intervention, the definition of the problem, the theoretical and methodological construction for the design of the pre-project investigation/intervention (which will be operationalized during the 2nd year of the master's course).

In this sense, the UC will address the contents identified above (relating to ethical, epistemological and methodological aspects), as a basis for initiating the path of individual investigation/intervention.

It is also intended to be a space for identifying the contributions of the different Master's CU to the construction and deepening of students' epistemological curiosity.

Teaching methodologies

The UC is organized as a seminar, intended to support the preparation of research/intervention pre-projects, with the support of researchers/experts who will present lines of research and intervention, with a view to broadening the perspectives of students and the definition of potential themes/problems/contexts. There will be moments of presentation of contents and their discussion, promoting the autonomous work of the students and the extended debate. Tutorials will be held for individual monitoring of the students' work.

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

The teaching methodologies respond to the requirements arising from the learning objectives of the curricular unit. Focused on the seminar modality, it is intended that students develop a path that guides them towards the preparation of their research/intervention pre-project. The participation of researchers/experts/professionals is aimed at broadening students' perspectives and defining potential themes/problems/contexts for the construction of the pre-project.

Classes for exposition and discussion of the development of students' projects constitute a privileged space for them to appropriate the necessary knowledge to complete their research/intervention project. The seminar allows the sharing, analysis and discussion of the work carried out by the students, clarifying doubts, analyzing meanings, relating practical and theoretical issues, through interactive and collaborative strategies.

Assessment methodologies and evidences

The work developed will be subject to continuous evaluation. It is intended that students carry out a final individual work — the research/intervention pre-project.

Products and weights:

1) Conception of the intervention/research pre-project (choice of theme/motivations, definition of context and object of study/intervention, problem, methodology and techniques to be used) (70%).

2) Quality and pertinence of participation in sessions (30%).

NOTE: the UC is not assessed by exam; however, if students do not succeed in continuous assessment, they may be evaluated during the exam period, through the reformulation and discussion of the intervention/research pre-project.

Bibliography

Amado, J. (2014-2ª ed.) Manual de Investigação Qualitativa em Educação. Imprensa da Universidade de Coimbra

Bodgan, R. C. & Bilken, S. K. (1994). Investigação qualitativa em educação. Porto Editora

Hernandez, F. (2008). La investigación basada en las artes. Educación Siglo XXI, 26, 85-118

Guerra, I. (2006). Fundamentos e processos de uma sociologia de acção. Principia

Pires, A., Gomes E. & Gonçalves, T. (2017) Teorizando Espaços entre Arte e Educação: génese e desenvolvimento do projeto de investigação. Assis et al (orgs.) Ensaios entre Arte e Educação. Fundação Calouste Gulbenkian, p.49-67

Silva, A.S., & Pinto, J. M. (Eds.). (2014). Metodologia das Ciências Sociais(16ª ed.). Afrontamento.

Silva, M.I.L. (1996). Práticas Educativas e Construção de saberes. Metodologias de Investigação-Acção. I.I.E

Stake, R.E. (2016). A arte da investigação com estudos de caso. Fundação Calouste Gulbenkian

SPCE. (2014). Instrumento de regulação ético-deontológica. Carta Ética. Portugal

Tuckman, B. W. (2000). Manual de investigação em educação. Fundação Calouste Gulbenkian