Research and Project Seminar

Scholar Year: 2023/2024 - A

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 4,00 Ana Luísa Oliveira Pires   0,80 António Vasconcelos   0,66 Elisabete Gomes   0,47 Gina Lemos   0,13 Mariana Alte da Veiga   0,50 Teresa Isabel Matos Pereira   0,50

Teaching language

Portuguese

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

Support students in carrying out the dissertation/project, providing conceptual and methodological tools for its planning and development, allowing informed decision-making on research processes, stimulating analysis and collective sharing for the construction of a research community mediated by teachers.
Contribute to the construction of theoretical knowledge and research skills
Discuss methodological options and practical implications
Discuss theoretical frameworks under construction, mobilizing relevant and appropriate literature
Define the research design and strategies appropriate to its objectives

Syllabus

The contents of the curricular unit follow and accompany the different stages of the research/intervention process:
. Problem definition;
. State of the art and literature review;
. Methodology and strategies for achieving the dissertation/project objectives;
. Methods and instruments for collecting and processing information;
. Writing the dissertation / project report;
. Ethics in Educational Research.

Demonstration of the syllabus coherence with the UC intended learning outcomes

Contents of the CU are intrinsically linked to the learning objectives, which are oriented towards the development of the research/intervention process, in a context of collective and shared construction: definition of objectives and questions of research/intervention; construction of a theoretical framework adequate to the research/intervention problem; planning methods, strategies and procedures for data collection; data organization and analysis; use of literature for the analysis and interpretation of collected information; dissertation/project writing; integration of ethical aspects of research in education.

Teaching methodologies

The CU is follows the modality of seminar, promoting collective and participatory discussion of reference texts and specific themes, the sharing of processes/steps/students' research/intervention instruments and the progress made. Active research in libraries, digital access platforms and other means of accessing information is encouraged. It is intended to promote discussion, critical analysis and reflection on the processes and results achieved, through a dialogic strategy of sharing between students, teachers, supervisors and researchers (invited).
The distance seminar sessions are synchronous and intended for expository-dialogue moments, we, the students, present their research/intervention work processes. In some of the sessions there will be the participation of guests, who may be national and international researchers/professionals, with relevance to the topics chosen by the students.

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

The proposed methodologies fulfill the stated objectives, valuing a collective and shared dimension of the construction of scientific knowledge, a dimension of work in small groups, associated with the discussion of specific themes, and an individual work dimension, in which each student will mobilize the most relevant knowledge to the methodological construction of the investigation/intervention and the theoretical corpus that supports it.

Assessment methodologies and evidences

The assessment has fundamentally a formative nature, valuing the feedback to be given to students. Assessment:
. foundation work of the research/intervention methodology that should be the basis of the dissertation methodology chapter or final project work: 30%
. construction of the theoretical corpus that should form the basis of the theoretical framework chapter of the dissertation or final project work: 40%
. qualified participation in collective discussions held at seminars: 30%.

Bibliography

Denzin, N. K., & Lincoln, Y. S. (eds) (2000). Handbook of qualitative research. London: Sage.
Felt, U. et al. (2007). Taking the European Knowledge Society Seriously, EU. Luxembourg: Pub. Office of the EU.
Gall, M. D., Gall, J. P., & Borg, W. R. (2007-8th ed.). Educational Research. An Introduction. Boston: Pearson International Edition
Haas, P. (1992). Introduction: epistemic communities and international policy coordination. International organization 46 (1): 1–35
Magalhães, R. A Comunicação Estratégica aplicada à divulgação da Ciência. O caso do Centro de Estudos de Comunicação e Sociedade1 Observatorio (OBS*) Journal, vol.9 - nº4 (2015), 051-084
Ó, J. do (2016). Para uma escrita académica inventiva: o legado da teoria social pós-moderna. In Walter Omar Kohan, S. & Martins, F. (Orgs). O ato de educar em uma língua ainda por ser escrita(pp. 313-326). Rio de Janeiro: Nefi
Vieira, C. (1999). A credibilidade da investigação científica de natureza qualitativa: Questões relativas à sua fidelidade e validade. Revista Portuguesa de Pedagogia, Ano XXXIII, 2, 89-116
Vilelas, J. (2009). Investigação - O Processo de Construção do Conhecimento. Lisboa: Edições Sílabo