Objectives
1. To comprehend today's different social and technological environments and its impact in education
2. To think over the importance of the media and ICT on the formal and informal apprenticeships
3. To deepen the knowledge about multiple intelligences, resilience, and self-regulation in apprenticeship
4. To summon up the knowledge in order to think about the school as an organization and a learning community.
5. To understand the paradigm of positive school
6. To think about the conceptual and practical challenges of teaching and of learning at a distance
7. To comprehend the student of the 1st and 2nd ISCED levels and secondary education (ISCED 3rd level) as a learner and as a person in development.
8. To analyse critically the personal and contextual variables that lead to risk behaviours.
9. To think about the shift of paradigm of the academic success up to the promotion of excellence
10. To understand the academic excellence through a systemic and incorporated reading
Syllabus
1. Social and technological environments and learning
Today's Social and Technological environments
The media, the ICT and types of learnings
Internet Use Patterns and socialization
Multiple intelligences, resilience, and self-regulation in learning
2. The school as a learning community
The school within the macro social system
School, well-being and the positive environment
Positive school and the development of citizenship
The challenges of the virtual teaching and learning
3. The development of the student in the learning environment
Adolescents: affective, cognitive, and moral dimensions.
From behaviour problems to the promotion of a positive education.
4. Changing the paradigm: from school failure to the promotion of success and excellence
School system and families in the understanding of academic attainment.
Types of families and relationship challenges with the school
Illustrative models of school failure
The variables and programs in academic excellence
Teaching Methods
One valorises a methodology centred in the student, and in the interactive processes, privileged ways of the student’s involvement in their own learning process. In this context, one promotes the questioning, the reflection work (individual and group), the individual and the small group research work, the capability of creating solid projects of intervention ands of critical debate about the analysed themes. One privileges the capabilities of the students to intervene in the specific and challenging school organizational context, post-pandemic, within its’ systemic complexity and with the diversity of students and behaviours, through the execution of a research work and an intervention proposal, and of a continuous participation as well.
Bibliography
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Redes Sociales, 27(1), 129-143
Lonas, T., Waters, L., Williams, P., Oades L. G., & Kern, M. L. (2020). Third wave positive psychology: Broadening towards complexity. The
Journal of Positive Psychology, 1-16. DOI: 10.1080/17439760.2020.1805501
Medeiros, T. (Coord.) (2015). Adolescência: Desafios e riscos. Letras Lavadas.
Mucchielli, A. (2004). Étude des communications: Approche par la modélisation des relations. Armand Colin
Olson, M. (2008). Introduction to theories of learning (8th Ed.). Pearson Higher Education
Quaresma, S. C. P. (2010). Excelência académica em estudantes no final do enino. secundário. Tese de Mestrado. UAc