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Presentation
Presentation
The relevance of this UC lies in the fact that students can know and critically analyze management theory(s) applied to educational organizations
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Class from course
Class from course
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Degree | Semesters | ECTS
Degree | Semesters | ECTS
Master Degree | Semestral | 8
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Year | Nature | Language
Year | Nature | Language
1 | Mandatory | Português
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Code
Code
ULP1651-2-14493
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Prerequisites and corequisites
Prerequisites and corequisites
Not applicable
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Professional Internship
Professional Internship
Não
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Syllabus
Syllabus
1. Educational organizations and the school as an educational organization of reference. 1.1 The concept of educational field and the complexity of educational contexts. 1.2 From the diversity of school management models to the concept of school autonomy. 2. Administration, management and school direction: differences and complementarities. 2.1. Administration and educational process: from the instruction paradigm to the education and communication paradigm. 2.2. Strategic educational planning between supply and demand for education and training. 3. The new management ideologies of the school and the educational system. 3.1. Public education policies and school regulation. 3.2. Levels of organizational development, leadership and intermediate school functions. The roles of school actors. 3.3. Participation and evaluation in school administration and management. 4. Factors of change and innovation in educational provision and regulation.
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Objectives
Objectives
Problematize the relationship between theory and practice in the Administration of Educational Organizations; -Know how to identify the complex relationships that today's school administration and management is covered in its various functional levels; -Apply the studied approaches to the analysis of educational organizations; -Explain, orally or in writing, different contexts that the school can present; -Know how to analyze the ways and means of regulating educational management, in particular; -Contextualize and critically analyze situations of educational administration and school management; -identify, explain and apply concepts and apply these concepts to situations they know; -Be able to communicate their knowledge and reasoned reflections to different interlocutors in the classroom; - Produce individual and group work, applying the concepts and theories learned throughout the UC
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Teaching methodologies and assessment
Teaching methodologies and assessment
The themes are presented through oral exposition, supported by readings of texts from support, and followed by intentional and systematic dialogue with students. During the classes, between each subject of relevant interest, work is proposed and carried out group under the supervision of the teacher. These group works are carried out around real themes, situations or problems, generally arising from professional experience of students. In the periods of time between classes, completing or applying acquired knowledge, small exercises are proposed, individual or group, which require the consultation of appropriate bibliography, the collection of relevant information, the analysis of legal documents and the presentation of short texts.
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References
References
Canotilho, J.J. (Org.) (2017). Gestão e Financiamento das Escolas em Portugal. F. C. Gulbenkian.
Cardona, N., & Linhares, E. (2021). Investigar para intervir na administração educacional. Escola S. Santarem
Carvalho, M. J. (2014). Os Poderes e a Escola. De Facto.
Cosme, A. & Trindade, R. (2007). Escola a tempo inteiro. Escola para que te quero? Profedições
Costa, J. A. (2003). Imagens organizacionais da escola (3ª ed.). ASA
Formosinho, J. et al. (2005). Administração da Educação. Lógicas burocráticas e lógicas de mediação. ASA.
Lima, L. C., Sá, V., & Torres, L. L. (2020). Diretores Escolares em Ação. Fundação Manuel Leão
Lima, L. (2011). Administração Escolar: Estudos. Editora.
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Office Hours
Office Hours
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Mobility
Mobility
No
