Class Analysis and Development of Educational Organizations

  Inválido para efeito de certificação The curricular unity aims to study and analyse the educational system, considering its constituent organizations (both educational and non-educational), the process and tools of school management and its autonomy, the School/Community relationship, and educational policies in the sector. The knowledge, skills, and abilities in this field provide a foundation for intervention in teaching functions and potential roles as intermediate or top-level leaders in public or private organisations

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Department / Group of Physical Education in the School System (Teacher's Protagonism) Profile of the teacher and the Physical Education teacher. Disciplinary departments of physical education as a functional unit (system) and as an organisational structure within the school (component of the school system). Leadership and management of disciplinary departments as communities of practice and learners. School System / Educational Organisations (Centrality of the School) , characteristics, and theoretical models for analysing educational organisations. Strategic process in leading educational organisations. Theory of change and educational projects. Educational System (Efficiency of the System) Theoretical and conceptual frameworks for analysing educational policies. Transnational and local dynamics in regulating education, educational organisations, and physical education. The school of the future: institutional and pedagogical issues.

Theoretical and theoretical-practical sessions that combine expository moments with pedagogical practices based on active participation and autonomous work by students.   In continuous assessment, the curricular unit is divided into three modular units, during which, progressively and interrelatedly, activities of reflection, discussion, and document construction (based on scientific articles, technical documents, and legislation) are developed both individually and in groups. Additionally, an assessment sheet on the topics covered in the curricular unit is completed, along with a group project (in audiovisual format) dedicated to analyzing a school's educational project, an individual portfolio, and an individual project promoting physical activity in the school (framed within the concept of Active School).

Barroso, J. (2006). A Regulação das Políticas Públicas de Educação. Educa. Barzannò, G. (2009). Culturas de Liderança e Lógicas de Responsabilidade. Fundação Manuel Leão. Baumgartner, M. (2022). Professional competence(s) of physical education teachers: terms, traditions, modelling and perspectives. German Journal of Exercise and Sport Research, 2(52), 550-557. https://doi.org/10.1007/s12662-022-00840-z. Contreras, O. (2012) (Coord.). (2012). Las Competencias del Profesor de Educación Física. INDE. Harris, A., (2001). Department improvement and school improvement: A missing link. British Educational Research Journal, 27(4), 477-486. Lima, L. (2011). Administração Escolar: Estudos. Porto Editora. Lima, L. (Org.) (2011). Perspetivas de Análise Organizacional das Escolas. Fundação Manuel Leão. Nóvoa, A. (Org.) (1992). As Organizações Escolares em Análise. Publicações D. Quixote. World Health Organization (2021). Promoting Physical Activity Through Schools: A toolkit. WHO.