Philosophy of Education

Objectives

To characterize education and educational processes.
To clarify the meaning of concepts used in the educational universe.
To reflect on epistemological, anthropological ontological and axiologic currents in the educational field.
To understand the attitudes of philosophical education and philosophizing in children.
To question the relationship between education, culture and citizenship.
To associate, in a reflective way, interdisciplinary knowledge.
To conceptualize a School Philosophy
To configure the basic elements for a philosophy of the curriculum.
To reflect on pictures, themes and problems of education of the contemporary world
To establish a relationship between philosophical education and lifelong learning.
To reflect upon world issues and paradoxes involving various generations, describing them in different ways.
To analyse the desirable relationship and connections between Philosophy of Education, teaching methodologies and didactics.

Program

Philosophy of Education: assumptions, functions, methods, status
The Philosophy of Education in the training of Educators and Teachers
Philosophy of Education and educational knowledge building
Lifelong education and anthropology
Conceptions and dimensions of Education
Education as a Antinomic space
Education and Autonomy: philosophical-pedagogical perspectives
Philosophical education attitude in different age ranges
From knowledge of experiences and experiments to scholastic: what relationships and connections?
Philosophizing in children: multiple forms of expression
People, places, times and ages: how are we being, growing and co-existing?
Educational Ontology and Language
Intersubjectivity, communicational action and construction of the human being

Teaching Methodologies

The classroom is, to a large extent, a place of analysis, reflection, research, sharing and critical (re)construction of knowledge. A variety of methodologies is promoted with particular emphasis on processes of analysis – based, for example, on texts, books, documents and other sources of knowledge – purporting to facilitate personal and intersubjective questioning. The adopted methologies are in accordance with contemporary conceptions of adult education and with current pratice in university teaching metodology.
The evaluation/grade will be based on an exam or another written piece (60%) and in the submission of an individual or group paper/presentation (35%).

Bibliography

CABANAS, J. M. Q. (1995) Teoria da Educação: Concepção antinómica da educação. Porto: Edições ASA.
CARVALHO, Adalberto Dias de (2006) [Coordenador] Dicionário de Filosofia da Educação. Porto: Porto Editora.
DIAS, José Ribeiro (2009). Educação. O Caminho da Nova Humanidade: das Coisas às Pessoas e aos valores. Porto: Papiro Editora.
FULLAT, Octavi (1978). Filosofías de la Educación, Barcelona: Ceac.
MEDEIROS, Emanuel Oliveira (2005) A Filosofia como Centro do Currículo na Educação ao Longo da Vida. Lisboa: Instituto Piaget.
FREIRE, Paulo (1997). Pedagogia da Autonomia. Saberes necessários à prática educativa. Rio de Janeiro: Editora Paz e Terra.
HABERMAS, Jürgen (1987). Teoría de la Accíon Comunicativa: Complementos y Estudios Previos. Madrid: Catedra.
MORIN, Edgar (1999). Os sete saberes para a educação do futuro. Lisboa: Instituto Piaget.
PATRÍCIO, Manuel Ferreira (2002) [Org.] Globalização e Diversidade. A Escola Cultural, Uma Resposta. Porto: Porto Editora.