Collaborative Practices and Contextual Learning

Objectives

- To discuss the relationship between contemporary society and school objectives, with an aim towards education and training for and through cooperation;

- To discuss and reflect on structures of educational organization and training based on principles of cooperation, autonomy and analysis of reality;

- To characterize and develop structures that promote the development of cooperative teaching and training strategies, as well as autonomy in different contexts;

- To discuss the possibilities of cooperation in contemporary schools and training institutions.

Program

- The (intrinsic or false) contradiction between "neoliberal" society and the case for cooperation in education;

- Fundamental underlying concepts of contemporary pedagogical structures: critical attitudes, autonomy, cooperation in learning and training, solidarity and social intervention;

- Pedagogical models and cooperation;

- The social organization of learning;

- Cooperative self-training;

- Learning and training in context;

- Initiatives and attempts to overcome contemporary pedagogical problems through cooperation: adaptive education, inclusion, the project approach in education, action research, cooperative self- and hetero-assessment, educational innovation, cooperative initiatives to implement and support pedagogical structures, etc;

- Training and resistance to educational innovation.

Teaching Methodologies

There will be simultaneous workspaces where students will share their learning and organizing their learning work, as well as times of autonomous individual or small-group work, in order to meet the diversity of learners, times in which they will dedicate themselves to learning through research cooperative work. Students’ assessment will be based on the average of the marks obtained by them in the different tasks carried out throughout the semester

Bibliography

Ander-Egg, Ezequiel (1999). Hacia una Pedagogía Autogestionaria. Buenos Aires: Magisterio delRio de la Plata.
Formosinho, Júlia O., e outros (2002). Formação em Contexto: Uma estratégia deintegração pioneira. Thomson Learning: S. Paulo.
Fullan, Michael (2002). Los nuevos significados del cambio en la educación. Barcelona: EdicionesOctaedro.
González, Pedro Francisco (2002). O Movimento da Escola Moderna Portuguesa. Porto:PortoEditora.
Lima, Jorge Ávila de (2002). As Culturas Colaborativas nas Escolas: EstruturasProcessos e Conteúdos. Porto: Porto Editora.
Niza, Sérgio (1997). Formação Cooperada. Lisboa: Educa.