2025
Family, Community and Children's Education
Name: Family, Community and Children's Education
Code: PED11416M
3 ECTS
Duration: 15 weeks/78 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
• Understand working with families and communities as a supporter of social, cultural, environmental and economic sustainability;
• View Early Childhood Education from a holistic and ecological perspective;
• Know and value childrens rights from the perspective of a child citizen;
• Starting from the principles and foundations of pedagogy for children, in order to build, cooperatively, with their peers, with families and with the living forces of the school community, a fruitful learning community for all children in their relationship with the natural-cultural world;
• Analyse different approaches to working with families that support the establishment of partnerships and the flow of quality communication based on a relationship of trust;
• Analyse perspectives of work with communities capable of building intersectoral support networks and increased opportunities for relationships with the world.
• View Early Childhood Education from a holistic and ecological perspective;
• Know and value childrens rights from the perspective of a child citizen;
• Starting from the principles and foundations of pedagogy for children, in order to build, cooperatively, with their peers, with families and with the living forces of the school community, a fruitful learning community for all children in their relationship with the natural-cultural world;
• Analyse different approaches to working with families that support the establishment of partnerships and the flow of quality communication based on a relationship of trust;
• Analyse perspectives of work with communities capable of building intersectoral support networks and increased opportunities for relationships with the world.
Contents
1. Early childhood education for sustainability: concepts and possibilities for action
2. Urie Bronfenbrenner's Systemic Ecological Perspective of Human Development
3. The child as a citizen: implications for their learning process
4. The family as a structuring system for the child's learning and development
4a. Family, Parenting and Social Transformations
4b. Parental education: concepts and praxis
4c. Challenges of the school-family relationship
4d. Strategies for interaction and cooperation with families in the education of children
5. The community recognized as having an educational role
5a. Concept of "Educating Cities" - Charter of Educating Cities (Barcelona Declaration)
5b. UNICEF Child-Friendly Cities
5e. Childrens participation in the city
6. Transits between border spaces
6a. Integrated early childhood education and care services the INTESYS 6b project. Transitions between family, daycare, preschool, 1st CEB
7. Being in relation to the natural-cultural world
2. Urie Bronfenbrenner's Systemic Ecological Perspective of Human Development
3. The child as a citizen: implications for their learning process
4. The family as a structuring system for the child's learning and development
4a. Family, Parenting and Social Transformations
4b. Parental education: concepts and praxis
4c. Challenges of the school-family relationship
4d. Strategies for interaction and cooperation with families in the education of children
5. The community recognized as having an educational role
5a. Concept of "Educating Cities" - Charter of Educating Cities (Barcelona Declaration)
5b. UNICEF Child-Friendly Cities
5e. Childrens participation in the city
6. Transits between border spaces
6a. Integrated early childhood education and care services the INTESYS 6b project. Transitions between family, daycare, preschool, 1st CEB
7. Being in relation to the natural-cultural world
Teaching Methods
Using methodologies that appeal involved in the construction of knowledge through the involvement and participation of students, individually and in groups: cooperative management of the curriculum; lectures with discussion, research and presentation to the class, debates with guests with relevant experience; participation in community events.
Each student organizes a on a theme of the program in pairs or individualy;
The methodologies adopted aim for a praxiologic and interdisciplinary integration in addressing the themes and problems of sustainability.
They presume the involvement of students in questioning and decision-making about the learning process and the development of :
Research, communication and discussions/debate in a classroom context;
Critical debates on audiovisual materials and texts;
Experiential activities in real contexts of culture and nature;
Practical exercises for the integration/reflection of the concepts addressed;
Conception of a small interdisciplinary project on education for sustainability in ECE developed in the UC of Pedagogical Practice in pre-school.
Artificial Intelligence Use Policy
The use of Artificial Intelligence (AI) tools is permitted to support learning, research, analysis, and organization of information, provided that the student critically validates the information and maintains human supervision and control over the content produced. The use of AI must be declared and referenced in accordance with the guidelines of the University of Évora and Decree No. 34/2026.
Permitted Use of AI
Students may use AI tools to:
? support research, exploration, and organization of information;
? linguistic and stylistic support;
? support analysis, question formulation, and brainstorming;
? support the structuring of ideas and content;
? create presentations or other resources from content previously produced and validated by the student.
Prohibited Use of AI
The use of AI tools is not permitted to:
? fully generate answers or assignments subject to evaluation;
? automatically solve exercises, problems, or assessment tasks;
? present AI-generated content as original student work;
? replace the analytical, interpretive, and reflective work required in assessment tasks;
? fabricate, alter, or invent sources, data, evidence, or results.
These uses may constitute academic fraud under Article 119 of the Academic Regulations of the University of Évora.
It is mandatory to declare the use of AI in any written work, audiovisual material, presentation, or other product subject to evaluation in this course. The declaration must identify the tool used and explain its purpose and how it was used. Whenever possible, the student should indicate the session identifier or provide the sharing link for the interaction.
Each student organizes a on a theme of the program in pairs or individualy;
The methodologies adopted aim for a praxiologic and interdisciplinary integration in addressing the themes and problems of sustainability.
They presume the involvement of students in questioning and decision-making about the learning process and the development of :
Research, communication and discussions/debate in a classroom context;
Critical debates on audiovisual materials and texts;
Experiential activities in real contexts of culture and nature;
Practical exercises for the integration/reflection of the concepts addressed;
Conception of a small interdisciplinary project on education for sustainability in ECE developed in the UC of Pedagogical Practice in pre-school.
Artificial Intelligence Use Policy
The use of Artificial Intelligence (AI) tools is permitted to support learning, research, analysis, and organization of information, provided that the student critically validates the information and maintains human supervision and control over the content produced. The use of AI must be declared and referenced in accordance with the guidelines of the University of Évora and Decree No. 34/2026.
Permitted Use of AI
Students may use AI tools to:
? support research, exploration, and organization of information;
? linguistic and stylistic support;
? support analysis, question formulation, and brainstorming;
? support the structuring of ideas and content;
? create presentations or other resources from content previously produced and validated by the student.
Prohibited Use of AI
The use of AI tools is not permitted to:
? fully generate answers or assignments subject to evaluation;
? automatically solve exercises, problems, or assessment tasks;
? present AI-generated content as original student work;
? replace the analytical, interpretive, and reflective work required in assessment tasks;
? fabricate, alter, or invent sources, data, evidence, or results.
These uses may constitute academic fraud under Article 119 of the Academic Regulations of the University of Évora.
It is mandatory to declare the use of AI in any written work, audiovisual material, presentation, or other product subject to evaluation in this course. The declaration must identify the tool used and explain its purpose and how it was used. Whenever possible, the student should indicate the session identifier or provide the sharing link for the interaction.
Assessment
The option for continuous assessment involves the creation of a reflective portfolio on the topics covered in (50%), the planning and delivery of a lesson (30%), and attendance and participation (20%).
Note: If deemed necessary to verify the extent to which the student has developed the knowledge and skills required for the course unit, the teaching staff may call the student for an oral examination (50%) in accordance with § 13 of article 110 of the Academic Regulations of the University of Évora, ensuring the conditions set out in § 4 of article 116 and § 1 of article 118 of the same Regulations.
The final assessment will involve a written exam covering all the material addressed within the course unit (100%).
The teacher supervises the preparation work for the classes to be developed by the students, providing formative feedback.
Students can submit a first version of their portfolios to receive formative feedback that allows them to improve their work.
Note: If deemed necessary to verify the extent to which the student has developed the knowledge and skills required for the course unit, the teaching staff may call the student for an oral examination (50%) in accordance with § 13 of article 110 of the Academic Regulations of the University of Évora, ensuring the conditions set out in § 4 of article 116 and § 1 of article 118 of the same Regulations.
The final assessment will involve a written exam covering all the material addressed within the course unit (100%).
The teacher supervises the preparation work for the classes to be developed by the students, providing formative feedback.
Students can submit a first version of their portfolios to receive formative feedback that allows them to improve their work.
Teaching Staff
- Maria da Assunção da Cunha Folque de Mendonça [responsible]
Accreditations and Certifications
