Elementary Education and its Contexts

Code: PED15002L

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

Saúde de qualidade - Assegurar uma vida saudável e promover o bem-estar para todos, em todas as idades.

Educação de qualidade - Assegurar a educação inclusiva, e equitativa e de qualidade, e promover oportunidades de aprendizagem ao longo da vida para todos.

Igualdade de género - Alcançar a igualdade de gênero e empoderar todas as mulheres e meninas.

Reduzir as desigualdades - Reduzir as desigualdades dentro dos países e entre eles.

Learning Goals

Understand, analyze and reflect on the challenges of education in the twenty-first century relating with an understanding the world and the goals of education for the XXI century, particularly in basic education (BE)
Understand the role of BE in relation with the role of family and society by focusing on an analysis of the ecology of childhood
To investigate and analyze policies for BA, the education system in Portugal and other European contexts
Knowing the multiplicity of BE (0 -12) contexts and their functions
Understand, analyze and reflect on the teacherss professional profile and start to develop a professional identity
Understand, analyze and reflect on the organization of educational provision (space, time, participants)
Developing skills for autonomous learning in cooperation with peers, teachers and Pre-school/Primary teachers
Developing habits of research, selection, organization and information processing

Basic Education for the XXI century
- Childhood, education and the main challenges of today's world
- The role of BE in the world today
Learning and its contexts:
- Bronfenbrenner's ecological theory of development;
The educational systems in Portugal and Europe
- Educational System Act: principles and learning objectives
The students profile at the end of compulsory education
The participants involved in BE (children, families and professionals)
- Roles, functions and participation
- The Teachers (Pre-school and Primary) professional profile
Types of services (0-12) and its organization
- The Schools Educational Project and the organization of institutional contexts
- Curricular management and organization: space, time, culture and activities
- The institutional ethos

Teaching Methods

- Cooperative management of Curricula
- Text analysis and debates
- Lectures with debates
- Visits to Basic education schools and contact with professionals
- Use of Moodle platform to share information and materials relevant to the CU.
- Tutorials in small-group to support students autonomous work.

Assessment

Ongoing assessment components are:
A. Learning portfolio:
1. Three bibliographic records
2. Two school reports
3. Lectures analysis, synthesis and reflective records
B. Participation in classes.
Final marks are reached through this formula:
2 A1 + 3 A2 + 3 A3 + B
9
The final assessment implies two pieces of work: one written (50%) and one practical (50%).