| Código: | MEPE1C210 | Sigla: | EC | |
| Área Científica: | Área Educacional Geral | |||
| Área de Ensino: | Educação e Currículo |
| Sigla | Nº de Estudantes | Plano de Estudos | Ano Curricular | Créditos | Horas Contacto | Horas Totais |
|---|---|---|---|---|---|---|
| MEPE1C | 17 | Despacho n.º 8688/2022 | 2º | 4 | 48 | 108 |
| Teórico-Práticas: | 40,00 |
Docência - Horas Semanais
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Docência - Responsabilidades
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C1) Ethics, Morals and Deontology C2) Values and their characteristics C3) Citizenship and citizenship education C4) Deontology codes; C4) Status of the professional teacher career C5) Portuguese Constitution and human rights C6) Universal declaration of the child rights C7) virtues: what they are and how to acquire; C8) Ethics virtue theory C9) The role of habits, traditions and narratives in character education C10) Character and habits in Aristotle C11) Character education and methodology of the 6 E's C12) Character education proclamation C13) The state's role in character education C14) New character education and their basic principles C15) Methodologies of values clarification C16) Philosophy for children as methodologie(s) of values clarification and citizenship educatio; C17) Kohlberg Ethics C18) Carol Gilligans Ethics C19) MacIntyre Ethics C20) The school and the ethical problems of contemporaneity: racism, equal opportunities, poverty , war, inclusion.
The syllabus and objectives of citizenship education are essential to the future teachers can learn, reflect anddiscuss ethical issues and methods of values education and citizenship education. The syllabus goes through the clarification of key concepts in the field of ethics and deontology, particularly in its relationship with the teaching profession (C1; C2; C3; C4; C5; C6). Some notions and authors are presented to understand the values education: virtue, habit, character. (C7; C8; C9; C10; C11; C12; C13; C14). Are considered the specific and different methodologies for the ethical values clarification, to support ethical reflection, the debate about and around professional practice and the design and operationalization of strategies of citizenship education at the practical contexts (C15; C16; C17; C18; C19). Being privileged the reflection and analysis of the situations experienced during the internships, it's important to address ethical problems of contemporaneity and their impact in the School and the educational practices (C20).
The methodologies are: presentation and discussion of the fundamental content presented; the discussion, analysis and deepening of professional practice situations, mobilizing the theoretical references of the curricular unit in question; construction, presentation and debate - in a classroom context - of productions (individual and group) arising from the analysis and reflection on the content. The evaluation instruments will be: participation records - weighting 20%; design and presentation of work in a classroom context, including: i) an individual written production, on the contents under development (carried out in person in the classroom) - weighting of 40%; ii) a presentation (in a group) on the ethical dimension(s) present in the internship projects - 40% weighting
The teaching methodologies in this course promote the link between theory and practice, developing the capacity of analysis and questioning on different syllabuses, addressed through theoretical reflections or analysis of different situations presented and experienced in the the development of the professional practice. Working group is also an essential competence to carry out teaching, cooperative spirit is fostered, the realization of joint projects, as well reflection and discussion of ideas (O4; O5; O6; O7). It is intended that each student is able to work and conduct research independently and express verbally and in writing their ideas in a coherent and reasoned way (O1; O2; O3; O8). In this unit the average of autonomous workload (75h) is distributed as: study of the bibliography and supporting documentation for the assessment moments (20h), research for group work and other presentations (25h); group work (15h) preparation of presentations in the classroom (15h).
Bara, F. (Coord) (2003). Mi Querida Educacion en Valores. Bilbao: Descle¿e|Cardona, M. J. (coord.) et al. (2011) Guia¿o de Educac¿a¿o: Ge¿nero e Cidadania no 1o Ciclo do Ensino Ba¿sico. Lisboa: CIG|Cardona, M. J. (coord.) et al. (2010) Guia¿o de Educac¿a¿o: Ge¿nero e Cidadania no Pre¿-Escolar. Lisboa: CIG|Estrela, M. T. e Caetano, A. P. (2010). E¿tica Profissional docente, do pensamento dos professores a¿ sua formac¿a¿o. Lisboa: Educa.|Estrela, M. T. (2010). Profissa¿o Docente: dimenso¿es e¿ticas e afetivas. Porto: Areal Ed.|Frey, R. e Wellman, Ch. (2006). A Companion to Applied Ethics. Londres: Blackwell|Lafollette, H. (2005). Ethical Theory. Londres: Blackwell|Marques, R. (2000). Breve Histo¿ria da E¿tica Ocidental. Lisboa: Pla¿tano Ed.|Marques, R. (2003). Valores E¿ticos e Cidadania na Escola. Lisboa: Presenc¿a|Sanchez, M. (1999). Educacion en valores para una Sociedad Plural. Bilbao: Descle¿e.
