Class Phylosophy of Education

The UC has Philosophy as its matrix field, with its area of action being critical-philosophical thought in contemporary times. It aims to intervene in the training of future professionals. With this critical-philosophical matrix UC, we intend to go to the foundations of pedagogy. This originates in the Greek moment of Paideia as a universal proposal for 'reflective life, virtuous life': in this vein, it seeks to find its echo in the global and complex contemporaneity.

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1-The Philosophy of Education 1.1 - Education, society and culture. The value of the philosophy of education. The different routes of encounter with reality: science, art, religion and philosophy. 2- knowledge 2.1-What means knowing. The source and the possibilities of knowledge. The different kinds of knowledge. The philosophical and scientific knowledge. The value of knowledge. Reason and emotion. 3- Ethics and Education 3.1-The problem of freedom and choice. The law and morals. Ethics and moral philosophy. The different types of ethics. Ethics and human development. Ethics and professional training. Ethics and professional practice. 4-Educational Axiology 4.1-The theory of values. Education ethics, aesthetics and hedonist. 5- Pedagogical Trends 5.1 – The enlightenment ideal of education. The thought of Rousseau. The Kantian approach to the philosophy of education. Locke and the thought of modernity. The traditional school. The new school.  

The teaching-learning process is organized in theoretical classes (T), practical-theoretical (TP)and tutorial guidance. The lectures will be presented the syllabus for teaching, using techniques most appropriate to work the topic under analysis (pt, illustrations), aiming to make the conceptual framework of this problematic and awake students interest in reflection and debate of ideas. TP classes will be the thematic content of the program worked, giving students an active role in their learning process, through chores to perform in the classroom (reviews critiques and worksheets), written and oral presentation of a work (50%) and the realization of a frequency (50%). In different tasks students rely on the guidance teaching tutorial. Evaluation criteria: Ability to research and synthesis. Mastery of the subjects addressed. Presentation writing: Clarity and correctness in the drafting of the text. Oral presentation: Clarity and correctness in the exhibition and defense work.

Brás, J. V & Gonçalves, M. N. (2013). Biopolítica e direitos do homem. In Bento D. S.et al (orgs). Livro de Actas do XII Congresso Internacional Galego-Português de Psicopedagogia (pp. 923-937). Braga:  Centro de Investigação em Educação (CIEd) / Instituto de Educação-Universidade Minho. CD- ISBN 978-989-8525-22-2. Chateau, J. (s.d.). Os grandes pedagogos. Lisboa: Edições Livros do Brasil. Estrela, A. (1992). Pedagogia, ciência da educação?. Porto: Porto Editora. Mialaret, G. (1976). As Ciências da Educação. Lisboa: Moraes Editores. Freire, P. (1970). Pedagogia do oprimido. Rio de Janeiro: Paz e Terra. Habermas, J. (1990). O discurso filosófico da modernidade. Lisboa: Dom Quixote..  Kechikian, A. (1993). Os filósofos e a Educação. Lisboa: Edições Colibri. Nascimento, E. (2004). Da ética à utopia em educação. Porto: Afrontamento.