Integration of knowledge for the development of future teacher profession.
Development of an analytical tool to analyze educational situations and promote a reflective teaching practice.
Awareness of the complexity of the teaching role, focusing mainly on the macro level of the educational system.
I -I - Conceptions of Education
•Paradigms evolution in education
•Classical, modern and post modern education
•Personal conceptions of teaching
II-The Portuguese education system
•Brief historical evolution.The basic law: general principles and organization of the education system
•Curricular reorganization: principles and practices
•Competences in education: rationale and practices
•Success, failure, school failure: international and national data and mathematics and science educaitonal projects.
III - School: interpersonal and organizational aspects
•The school as an organizational system
•The school climate and dynamics
There are no prerequisites.
Generic skills to reach
. Competence in analysis and synthesis; . Competence in oral and written communication; . Competence in interpersonal relations; . Ethical commitment; . Competence in applying theoretical knowledge in practice; . Competence to solve problems; . Competence in working in interdisciplinary teams; . Valuing diversity and multiculturalism; . Adaptability to new situations; . Self-criticism and self-evaluation; (by decreasing order of importance)
Teaching hours per semester
total of teaching hours
Sseminar or study visit
Laboratory or field work
Synthesis work thesis
assessment implementation in 20142015 Assessment Synthesis work: 10.0% Other: 10.0% Report of a seminar or field trip: 15.0% Laboratory work or Field work: 15.0% Frequency: 50.0%
Bibliography of reference
Alves, R. (2002). A escola com que sempre sonhei sem imaginar que pudesse existir. Lisboa. Asa.
Arends, R (2001). Aprender a ensinar. Lisboa. McGrawHill
Carbonell, J. (Ed.) (2003). Pedagogias do Século XX. Porto Alegre. Artmed
Carvalho, R. (1986). História do ensino em Portugal. Lisboa. Fundação Calouste Gulbenkian
Delors, J. (1996). A educação ou a utopia necessária. In Relatório para a Unesco da Comissão Internacional sobre educação para o século XXI. Educação: um tesouro a descobrir. Lisboa. ASA.
Legislação essencial para o professor (4ª edição, 2005). Porto. Porto Editora.
Lisboa. Ministério da Educação. Colecção Falar Educação.
Magalhães, A. e Alçada, I.(2002). Saiba o indispensável sobre…as escolas portuguesas hoje. Como se administram?
Nogueira, C. e Silva, I. (2003). Cidadania. Construção de novas práticas no contexto educativo. Lisboa. Asa.
Teixeira, M. (2002). O professor e a escola. Perspectivas organizacionais. Lisboa McGrawHill.
The content development is theoretically and experientially developed to build a framework, either through observation and analysis of school reality that in the case of Introduction to School Reality is mainly focused at the macro level of the educational system. To better achieve these goals, students will develop activities at schools with which FCTUC establish protocols, so as to contact with some of its structures and observe some activities.
Será condição preferencial a existência de protocolos com escolas, permitindo o contacto dos estudantes com algumas das suas estruturas e a observar algumas actividades.